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ASBABUN NUZUL

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Pengertian

Menurut bahasa (etimologi), asbabun nuzul berarti turunnya ayat-ayat al-Qur’an [1] dari kata “asbab” jamak dari “sababa” yang artinya sebab-sebab, nuzul yang artinya turun. Yang dimaksud disini adalah ayat al-Qur’an. Asbabun nuzul adalah suatu peristiwa atau yang menyebabkan turunnya ayat-ayat al-Qur’an baik secara langsung atau tidak langsung.

Menurut istilah atau secara terminologi asbabun nuzul terdapat banyak pengertian, diantaranya :

1. Menurut Az-Zarqani

“Asbab an-Nuzul adalah hal khusus atau sesuatu yang terjadi serta hubungan dengan turunnya ayat al-Qur’an yang berfungsi sebagai penjelas hukum pada saat peristiwa itu terjadi”.

2. Ash-Shabuni

“Asbab an-Nuzul adalah peristiwa atau kejadian yang menyebabkan turunnya satu atau beberapa ayat mulia yang berhubungan dengan peristiwa dan kejadian tersebut, baik berupa pertanyaan yang diajukan kepada Nabi atau kejadian yang berkaitan dengan urusan agama”.

3. Subhi Shalih

ما نزلت الآية اواآيات بسببه متضمنة له او مجيبة عنه او مبينة لحكمه زمن وقوعه

“Asbabun Nuzul adalah sesuatu yang menjadi sebab turunnya satu atau beberapa ayat al-Qur’an yang terkadang menyiratkan suatu peristiwa sebagai respon atasnya atau sebagai penjelas terhadap hukum-hukum ketika peristiwa itu terjadi”[2].

4. Mana’ al-Qathan

مانزل قرآن بشأنه وقت وقوعه كحادثة او سؤال

“Asbab an-Nuzul adalah peristiwa yang menyebabkan turunnya al-Qur’an berkenaan dengannya waktu peristiwa itu terjadi, baik berupa satu kejadian atau berupa pertanyaan yang diajukan kepada Nabi”[3].

5. Nurcholis Madjid

Menyatakan bahwa asbab al-nuzul adalah konsep, teori atau berita tentang adanya sebab-sebab turunnya wahyu tertentu dari al-Qur’an kepada Nabi saw baik berupa satu ayat, satu rangkaian ayat maupun satu surat[4].

Kendatipun redaksi pendefinisian di atas sedikit berbeda semua menyimpulkan bahwa asbab an-nuzul adalah kejadian/peristiwa yang melatarbelakangi turunnya ayat al-Qur’an dalam rangka menjawab, menjelaskan dan menyelesaikan masalah-masalah yang timbul dari kejadian tersebut.

Mengutip pengertian dari Subhi al-Shaleh kita dapat mengetahui bahwa asbabun nuzul ada kalanya berbentuk peristiwa atau juga berupa pertanyaan, kemudian asbabun nuzul yang berupa peristiwa itu sendiri terbagi menjadi 3 macam :

1. Peristiwa berupa pertengkaran

Seperti kisah turunnya surat Ali Imran : 100

$pkš‰r'¯»tƒ tûïÏ%©!$# (#þqãYtB#uä bÎ) (#qãè‹ÏÜè? $Z)ƒÌsù z`ÏiB tûïÏ%©!$# (#qè?ré& |=»tGÅ3ø9$# Nä.r–Šãtƒ y‰÷èt/ öNä3ÏZ»oÿ‡Î) tûïÌÏÿ»x. ÇÊÉÉÈ

Artinya :

“Hai orang-orang yang beriman, jika kamu mengikuti sebahagian dari orang-orang yang diberi Al Kitab, niscaya mereka akan mengembalikan kamu menjadi orang kafir sesudah kamu beriman”.

Yang bermula dari adanya perselisihan oleh kaum Aus dan Khazraj hingga turun ayat 100 dari surat Ali Imran yang menyerukan untuk menjauhi perselisihan.

2. Peristiwa berupa kesalahan yang serius

Seperti kisah turunnya surat an-Nisa’ : 43

$pkš‰r'¯»tƒ tûïÏ%©!$# (#qãYtB#uä Ÿw (#qç/tø)s? no4qn=¢Á9$# óOçFRr&ur 3“t»s3ß™ 4Ó®Lym (#qßJn=÷ès? $tB tbqä9qà)s? Ÿwur $·7ãYã_ žwÎ) “ÌÎ/$tã @@‹Î6y™ 4Ó®Lym (#qè=Å¡tFøós? 4 bÎ)ur LäêYä. #ÓyÌó£D ÷rr& 4’n?tã @xÿy™ ÷rr& uä!$y_ Ó‰tnr& Nä3YÏiB z`ÏiB ÅÝÍ¬!$tóø9$# ÷rr& ãLäêó¡yJ»s9 uä!$|¡ÏiY9$# öNn=sù (#rß‰ÅgrB [ä!$tB (#qßJ£Ju‹tFsù #Y‰‹Ïè|¹ $Y7ÍhŠsÛ (#qßs|¡øB$$sù öNä3Ïdqã_âqÎ/ öNä3ƒÏ‰÷ƒr&ur 3 ¨bÎ) ©!$# tb%x. #‚qàÿtã #·‘qàÿxî ÇÍÌÈ

Artinya :

“Hai orang-orang yang beriman, janganlah kamu shalat, sedang kamu dalam Keadaan mabuk, sehingga kamu mengerti apa yang kamu ucapkan, (jangan pula hampiri mesjid) sedang kamu dalam Keadaan junub[301], terkecuali sekedar berlalu saja, hingga kamu mandi. dan jika kamu sakit atau sedang dalam musafir atau datang dari tempat buang air atau kamu telah menyentuh perempuan, kemudian kamu tidak mendapat air, Maka bertayamumlah kamu dengan tanah yang baik (suci); sapulah mukamu dan tanganmu. Sesungguhnya Allah Maha Pema'af lagi Maha Pengampun”.

Menurut sebahagian ahli tafsir dalam ayat ini termuat juga larangan untuk bersembahyang bagi orang junub yang belum mandi.

Saat itu ada seorang Imam shalat yang sedang dalam keadaan mabuk, sehingga salah mengucapkan surat al-Kafirun, surat An-Nisa’ turun dengan perintah untuk menjauhi shalat dalam keadaan mabuk.

3. Peristiwa berupa cita-cita/keinginan

Ini dicontohkan dengan cita-cita Umar ibn Khattab yang menginginkan maqam Ibrahim sebagai tempat shalat, lalu turun ayat

والتخذ وامن مقام ابراهيم مصلّى

Sedangkan peristiwa yang berupa pertanyaan dibagi menjadi 3 macam, yaitu :

1. Pertanyaan tentang masa lalu seperti :

štRqè=t«ó¡o„ur `tã “ÏŒ Èû÷ütRös)ø9$# ( ö@è% (#qè=ø?r'y™ Nä3øŠn=tæ çm÷ZÏiB #·ò2ÏŒ ÇÑÌÈ

“Mereka akan bertanya kepadamu (Muhammad) tentang Dzulkarnain. Katakanlah: "Aku akan bacakan kepadamu cerita tantangnya". (QS. Al-Kahfi: 83)

2. Pertanyaan yang berhubungan dengan sesuatu yang sedang berlangsung pada waktu itu seperti ayat:

štRqè=t«ó¡o„ur Ç`tã Çyr”9$# ( È@è% ßyr”9$# ô`ÏB ÌøBr& ’În1u‘ !$tBur OçFÏ?ré& z`ÏiB ÉOù=Ïèø9$# žwÎ) WxŠÎ=s% ÇÑÎÈ

“Dan mereka bertanya kepadamu tentang roh. Katakanlah: "Roh itu termasuk urusan Tuhan-ku, dan tidaklah kamu diberi pengetahuan melainkan sedikit". (QS. Al-Isra’ : 85)

3. Pertanyaan tentang masa yang akan datang

“(orang-orang kafir) bertanya kepadamu (Muhammad) tentang hari kebangkitan, kapankah terjadinya?”

B. Macam-macam Asbab an-Nuzul

1. Dilihat dari sudut pandang redaksi yang dipergunakan dalam riwayat asbab an-nuzul

a. Sarih (jelas)

Artinya riwayat yang memang sudah jelas menunjukkan asbabunnuzul dengan indikasi menggunakan lafal (pendahuluan).

سبب نزول هذه الآية هذا...

Sebab turun ayat ini adalah

حدث هذا... فنزلت الآية

Telah terjadi …… maka turunlah ayat

سئل رسول الله عن كذا... فنزلت الآية

Rasulullah pernah kiranya tentang …… maka turunlah ayat.

b. Muhtamilah (masih kemungkinan atau belum pasti)

Riwayat belum dipastikan sebagai asbab an-Nuzul karena masih terdapat keraguan.

نزلت هذه الآية فى كذا...

(ayat ini diturunkan berkenaan dengan)

أحسب هذه الآية نزلت في كذا...

(saya kira ayat ini diturunkan berkenaan dengan ……)

ما أحسب نزلت هذه الآية الا في كذا...

(saya kira ayat ini tidak diturunkan kecuali berkenaan dengan …)

2.Dilihat dari sudut pandang terbilangnya asbabun nuzul untuk satu ayat atau terbilangnya ayat untuk satu sebab asbab an-nuzul.

a. Beberapa sebab yang hanya melatarbelakangi turunnya satu ayat

b. Satu sebab yang melatarbelakangi turunnya beberapa ayat[5].

C. Urgensi Asbabun Nuzul

1. Penegasan bahwa al-Qur’an benar-benar dari Allah SWT

2. Penegasan bahwa Allah benar-benar memberikan perhatian penuh pada rasulullah saw dalam menjalankan misi risalahnya.

3. Penegasan bahwa Allah selalu bersama para hambanya dengan menghilangkan duka cita mereka

4. Sarana memahami ayat secara tepat[6].

5. Mengatasi keraguan ayat yang diduga mengandung pengertian umum

6. Mengkhususkan hukum yang terkandung dalam al-Qur’an

7. Mengidentifikasikan pelaku yang menyebabkan turunnya ayat al-Qur’an

8. Memudahkan untuk menghafal dan memahami ayat serta untuk memantapkan wahyu di hati orang yang mendengarnya[7].

9. Mengetahui makna serta rahasia-rahasia yang terkandung dalam al-Qur’an[8].

10. Seorang dapat menentukan apakah ayat mengandung pesan khusus atau umum dan dalam keadaan bagaimana ayat itu mesti diterapkan.

D. Cara Mengetahui Riwayat Asbab an-Nuzul

Asbab an-nuzul adalah peristiwa yang terjadi pada zaman Rasulullah saw. Oleh karena itu, tidak boleh tidak ada jalan lain untuk mengetahuinya selain berdasarkan periwayatan (pentransmisian) yang benar (naql as-shalih) dari orang-orang yang melihat dan mendengar langsung turunnya ayat al-Qur’an[9]. Al-wahidi berkata :

لا يحل القول فى اسباب نزول الكتاب الاّ بالرواية والسماع ممن شاهدوا التنزيل ووقفوا على الاسباب وبحثوا عن علمها

“Tidak boleh memperkatakan tentang sebab-sebab turun al-Qur’an melainkan dengan dasar riwayat dan mendengar dari orang-orang yang menyaksikan ayat itu diturunkan dengan mengetahui sebab-sebab serta membahas pengertiannya”.

Sejalan dengan itu, al-Hakim menjelaskan dalam ilmu hadits bahwa apabila seorang sahabat yang menyaksikan masa wahyu dan al-Qur’an diturunkan, meriwayatkan tentang suatu ayat al-Qur’an bahwa ayat tersebut turun tentang suatu (kejadian). Ibnu al-Salah dan lainnya juga sejalan dengan pandangan ini.

Berdasarkan keterangan di atas, maka sebab an-nuzul yang diriwayatkan dari seorang sahabat diterima sekalipun tidak dikuatkan dan didukung riwayat lain. Adapun asbab an-nuzul dengan hadits mursal (hadits yang gugur dari sanadnya seorang sahabat dan mata rantai periwayatnya hanya sampai kepada seorang tabi’in). riwayat seperti ini tidak diterima kecuali sanadnya sahih dan dikuatkan hadits mursal lainnya.

Biasanya ulama menggunakan lafadz-lafadz yang tegas dalam penyampaiannya, seperti: “sebab turun ayat ini begini”, atau dikatakan dibelakang suatu riwayat “maka turunlah ayat ini”.

Contoh : “beberapa orang dari golongan Bani Tamim mengolok-olok Bilal, maka turunlah ayat Yaa aiyuhal ladzina amanu la yaskhar qouman”.

E. Kaidah Penetapan Hukum Dikaitkan dengan Asbabun Nuzul

Asbabun Nuzul sangatlah erat kaitannya dengan kaidah penetapan hukum. Seringkali terdapat kebingungan dan keraguan dalam mengartikan ayat-ayat al-Qur’an karena tidak mengetahui sebab turunnya ayat. Contohnya firman Allah dalam surat al-Baqarah ayat 115 yang artinya :

“Dan kepunyaan Allah-lah timur dan barat, Maka kemanapun kamu menghadap di situlah wajah Allah. Sesungguhnya Allah Maha luas (rahmat-Nya) lagi Maha Mengetahui”.

Firman Allah itu turun berkenaan dengan suatu peristiwa yaitu beberapa orang mukmin menunaikan shalat bersama Rasulullah saw. Pada suatu malam yang gelap gulita sehingga mereka tidak dapat memastikan arah kiblat dan akhirnya masing-masing menunaikan shalat menurut perasaan masing-masing sekalipun tidak menghadap arah kiblat karena tidak ada cara untuk mengenal kiblat.

Seandainya tidak ada penjelasan mengenai asbabun nuzul tersebut mungkin masih ada orang yang menunaikan shalat menghadap ke arah sesuka hatinya dengan alasan firman Allah surat al-Baqarah ayat 115[10].

[1] Ahmad Syadali dan Ahmad Rifa’i, Ulumul Qur’an I, Bandung: Pustaka Setia, 2006, hlm. 89.

[2] Subhi Shalih, Mabahits fi ‘Ulumul Qur’an, Dar al-Qalam li Al-Malayyin, Beirut, 1988, hlm. 132.

3 Mana’ al-Qathan, Mabahits fi Ulumul Qur’an, Mansyurat al-Ahsan al-Hadits, t.tp., 1973, hlm. 78.

[4] Moh. Ahmadehirjin, Al-Qur’an dan Ulumul Qur’an, Yogyakarta: PT. Dana Bhakti Primayasa, 1998, hlm. 3

[5] Dr. Rosihon Anwar, Ulumul Qur’an, Bandung: Pustaka Setia, 2006, hlm. 72.

6 Muhammad bin Shaleh al-Utsaimin, Dasar-dasar Penafsiran al-Qur’an, Semarang: Dina Utama, 1989, hlm. 14-16.

[7] Dr. Rosihon Anwar, op.cit., hlm. 64-66.

[8] Allamah M.H. Thaba’thaba’i, Mengungkap Rahasia al-Qur’an, Bandung: Mizan, 1987, hlm. 121.

9Dr. Rosihon Anwar, op.cit., hlm. 67.

[10] Subhi as-Shalih, Membahas Ilmu-Ilmu al-Qur’an, Jakarta: Pustaka Firdaus, 1985, hlm .

PAUD, KEBUTUHAN ATAU EGOISME ORANG TUA SEMATA?

noreply@blogger.com (Anonymous) — Fri, 22 Mar 2013 00:24:00 +0700

Setiap orang tua pasti mengharapkan anaknya pintar, cerdas, dan mampu menyelesaikan tugas-tugas akademik sekolah dengan baik. Harapan inilah yang menyebabkan orang tua berlomba-lomba memfasilitasi berbagai macam keperluan anak, termasuk menyekolahkan anak di sekolah-sekolah khusus. Harapannya agar anak menjadi siswa seperti yang diharapkan.

Dalam kehidupan kita tentunya dijumpai hal yang bersifat positif maupun negatif. Kecenderungan kita untuk mengevaluasi stimuli sebagai sesuatu yang positif dan negatif merupakan langkah awal dalam usaha kita memahami dunia sosial. Lalu bagaimana dengan pendidikan anak usia dini? Dewasa ini, para orang tua cenderung mengambil sikap yang sama. Mereka menyekolahkan anak mereka pada institusi pendidikan khusus untuk usia dini. Sikap yang diambil ini adalah salah satu bentuk pemikiran sosial yang sedang melanda para orang tua. Mereka menganggap bahwa menyekolahkan anak sedini mungkin adalah hal positif. Oleh karena itu, para orang tua (terutama yang memiliki pendapatan tinggi) memilih untuk menyekolahkan anaknya di sekolah-sekolah khusus tersebut.

Di satu sisi, sikap demikian ini memiliki dampak yang baik apabila dilakukan dengan memperhatikan kondisi sang anak. Namun, di sisi lain sikap ini bisa menjadi negatif apabila tujuan orang tua justru hanya merupakan bentuk egoisme agar anak mereka bisa berkembang sesuai dengan apa yang mereka inginkan. Hal ini pada akhirnya akan menimbulkan dampak yang buruk pada anak akibat dari tuntutan orang tua yang harus mereka penuhi.

Pendidikan usia dini kini sudah menjadi semacam trend bagi orang tua. Anak-anak yang berusia 2 tahun bahkan sudah disekolahkan dengan pendidikan khusus misalnya saja seperti bina keluarga balita, posyandu terintegrasi, taman bermain atau play group, taman kanak-kanak berbasis agama, dan tempat penitipan Anak. Sikap yang diambil oleh para orang tua dan pemerintah saat ini tidak terlepas dari sikap ingin mencontoh negara-negara lain yang telah menerapkan sistem PAUD ini. Selain itu, yang melatarbelakangi sistem PAUD ini juga didasarkan pada pendapat para ahli yang membahas mengenai perkembangan anak, khususnya dalam bidang intelegensi. Beberapa tokoh psikologi anak juga mengatakan bahwa pendidikan anak usia dini merupakan hal yang penting untuk dilakukan. Mereka menyebutkan bahwa anak usia dini sudah bisa menyerap pelajaran dan memiliki kemampuan untuk belajar. David F. Bjorklund menyebutkan pula bahwa dasar metabolisme otak (dalam tingkatan penggunaan energi) meningkat dengan tajam setelah tahun pertama dan mencapai puncaknya sekitar 150 persen ketika berumur 4 dan 5 tahun (Chugani, Phelps, & Mazziota, 1987). Oleh karena itu, pada masa-masa seperti itu, perlu diadakan optimalisasi terhadap kemampuan anak, khususnya daya intelektual anak.

"Di lembaga pendidikan anak usia dini yang bagus, anak-anak akan belajar menjadi pribadi yang mandiri, kuat bersosialisasi, percaya diri, punya rasa ingin tahu yang besar, bisa mengambil ide, mengembangkan ide, pergi ke sekolah lain dan siap belajar, cepat beradaptasi, dan semangat untuk belajar. Sementara, anak yang tidak mendapat pendidikan cukup di usia dini, akan lamban menerima sesuatu," terang Byrnes yang pernah mendapat gelar Woman of the Year dari Vitasoy di Australia.

Selain itu, anak-anak tersebut memiliki perbendaharaan kata yang baik, kemampuan yang lebih awal dalam hal menulis, berhitung, kemampuan membaca yang berkembang dengan cepat dibandingkan rata-ratanya. Hal tersebutlah yang pada akhirnya mendorong banyak orang tua cenderung mengambil sikap yang sama, yaitu menyekolahkan anaknya pada sekolah khusus untuk anak usia dini. Sebenarnya, yang menjadi pertanyaan, apakah pendidikan anak usia dini merupakan langkah yang paling tepat bagi orang tua dalam membantu perkembangan anak? Apakah benar, para orang tua melakukan itu karena menganggap itu sebagai suatu kebutuhan anak atau justru untuk memenuhi egoisme mereka akibat kekhawatiran mereka karena panik jika melihat perkembangan anaknya tidak secepat perkembangan anak lainnya?

Psikolog anak, David Elkind (1998, dalam Papalia dkk, 2005) mengatakan bahwa tekanan di zaman modern membuat anak tumbuh terlalu cepat dan akhirnya membuat masa kanak-kanak mereka dihadapkan pada keadaan yang penuh dengan stres. Elkind juga mengatakan bahwa saat ini anak diharapkan untuk selalu sukses di sekolah, berkompetisi dalam olahraga dan memenuhi kebutuhan orang tua.

Saat ini memang anak-anak cenderung lebih di ”press” oleh orang tuanya untuk mengikuti lembaga pendidikan sejak dini, orang tua berharap anak mereka bisa berkembang dengan cepat. Namun, campur tangan yang berlebihan kepada anak dengan memberikan mereka beragam paket tumbuh kembang, tanpa disadari bisa saja malah menjadi tindak penganiayaan fisik dan psikis bagi anak.

Selain itu , PAUD juga mengakibatkan adanya hal yang mesti dikorbankan yaitu masa-masa kanak-kanak mereka sendiri, yang seharusnya dilalui dengan bermain justru pada kenyataannya mesti dilalui dengan rutinitas sekolah. Mereka dicekoki oleh berbagai macam pelajaran dan tugas. Hal inilah yang justru dikatakan oleh Elkind sebagai pemicu timbulnya stres dalam diri anak yang mengakibatkan perasaan cemas di masa-masa kanak-kanak meningkat dengan cepat. Rasa cemas yang dialami anak tersebut tidak bisa kita abaikan, karena semakin kuatnya rasa cemas ini mungkin saja menjadi pemicu tingginya tingkat kriminalitas dan kekerasan.

Oleh karena itu, para orang tua harus lebih bijak dalam menyikapi persoalan ini. Memang tidak salah jika orang tua ingin memberikan yang terbaik bagi anaknya, namun perlu dilihat pula apakah sang anak ikut menikmatinya atau justru malah melakukakannya dengan terpaksa. Kita juga perlu mempertimbangkan kepentingan anak, menyesuaikan kebutuhan dan kemampuan anak, serta mengkaji dampak positif maupun negatif bagi kelangsungan hidup mereka di masa depan. Dengan demikian, anak pun dapat menikmati proses tumbuh kembangnya dengan baik, karena tak lagi merasa terbebani dengan tekanan yang diciptakan orang tua maupun lingkungannya.

TEMBANG MACAPAT

noreply@blogger.com (Anonymous) — Sun, 10 Feb 2013 07:03:00 +0700

1. POCUNG
SLENDRO MANYURA

6 6 5 3 1 1 1 2 6 6 5 3
Ba- pak Po cung king wa– cu – cal mi–yar mi- yur

1 2 6 3 2 1
mle-bet ne-ngen ngi- wa

1 2 1 3 2 1 2 . 1 6
sa- du- wa- ne mo- ri pu tih

6    1    2        3     2    2 1     6        1    1      2        2
yen lu- mam- pah ka- i- ring swan- te- ning gang- sa

2. PANGKUR
    PELOG LIMA

3     5      5    5   3      3     3   3
Ku- mle- bet de ning ma- ru- ta-

3 5 6 5 3 1 1 1 1 1 1
nga- we a- we gen- de- ra Sang Dwi War- ni

5 6 1 1 1 1 2 . 3 2
a- kar- ya mong- kog ing kal bu

6 5 5 5 5 5 . 4 4 . 5
gen- de- ra Sang Dwi war – na

5 5 5 6 5 3 1 1 1 2 1 2 3 3
mang- ka lam- bang na- gri Nu- san- ta- ra tu- hu

6 1 1 1 1 1 1 1
ji- na- ga Kan- thi toh- ji- wa

1    2    3      1    2   3 3 . 2 1
da- tan kem- ba si- ang ra tri

3. GAMBUH
    SLENDRO MANYURA

6 7    2    3   2   7 2 . 3
o- lah ra- ga pu ni ku

3      2   7    6     6   7   2    2   7     2 . 3
weh ku- wa- ting o- tot lan be- ba- yu

6     5     3    5 . 6     6    6    6   6    7     5        3     2
ba- dan wa- ras      da- tan na- te nan-dhang sa- kit

5       6    6     6   7    5 6        7
ham- but kar- ya bi- sa seng- kut

7    2     3    2   7 6 . 7 5 . 6 6
da- tan kra- sa la mun a- bot

4. KINANTHI
    SLENDRO SANGA

5    6     1 2   2    2 2   2
wa- jib- e ka- wu- la i – ku

1 1 1 1 2 2 6 1 . 6
pa- dha a- sung dar- ma bek- ti

5 6 1 1 1 1 1 . 2 6 . 1
tum- rap ma- rang nu- swa bang- sa

6 5 5 5 2 2 1 6 1 1
me- ma- yu har- ja- ning na- gri

3 5 5 5 5 5 5 . 3 5
go- tong ro- yong be- ba- reng- an

2 2     2 2   2    3     2 . 5 5
a- ywa a- na ing kang ke- ri

5. MEGATRUH
    PELOG BARANG

7    5 6         7    7     6      7     5 5     5 . 3 5 6 . 7
a – ja mun – dur la – mun si – ra du– rung a - jar

7     7 7   7      6    6 . 5 6 7 . 6 5
da– di a– mun a – mun sa – mi

2 3 5 5 5 6 6 . 7 6
yen si- ra ka- ce- kel mung- suh

5 3 2 2 3 5 . 6 2 3.2 7
sing te- tep san- to- sing bu – di

5 5 3 2 3 5 . 6 2 3 . 2
na- jan si- nek- sa ki - nro – yok

6. MIJIL
SLENDRO MANYURA

3 3 5 6 6 6 6 6 6 . 5 6 . 1
nak a nak ku ku du di pun e – ling

1 1 1 1 1 . 2 1 . 6
ywa ting gre was pa os

1 2 3 1 . 2 6 3 3 3 3 5 3 2 . 1
a- keh jan - ma nge- moh- i a- da - te

1 2 1 3 2 1 1 1 1 1
e- nak e- nak ni- ru a dat a- sing

2 3 3 3 3 . 5 3
a- dat- nya pri- ba- di

2 2 1 3 1 . 2 1 . 6
tu- hu lu- wih lu - hung

7. ASMARANDANA
PELOG BARANG

6 7 2 3 3 3 3 3
pa- ra pu- tra a- ja la- li

3 5 6 6 6 6 . 5 6 7
mring pi- wu- lang war- na war- na

3 2 7 6 7 2 3 . 2 7
si- na- u- nen ka- beh wa – e

7 2 3 2 7 6 5 6 7
ma- ca nu- lis ba- sa ni- ra

6 5 6 3 2 3 2 7 6
kri- dha lan o- lar ra – ga

7 2 3 6 7 2 3 2 7
o- lah bek- sa nem- bang ki- dung

7 2    2     2     2      2   3   2 7 6
pi wu- lang ka- beh ga- tek – na

8. MASKUMAMBANG
    PELOG LIMA

5    6   1   1 1     1 1    1    1
mu gi gus- ti ing- kang dha- hat

2 3 1 6 . 5
ma- ha a – sih

2 3 3 3 2 . 1 1
tu- mun- ten pa- ring – na

6 5 5 5 3 2 3 . 2 1
pe- pe- nget kang pa- dha la- li

1   2     3 3      3     3   3. 2 3 . 5
e- ling- a mring ka- u - ta - man

9. SINOM
    PELOG NEM

2    3       5    5       5   5      5       5
ju– mle– gur swa– ra ngu- man- dhang

5 6 1 1 5 5 6 6
wra- ta sa- in dhe- nging bu- mi

5 6 6 6 5 3 3 2 . 1
pro- kla- ma- si ka- mar- dhi- kan

1 1 1 2 1 6 5 6
nu- san- ta- ra kang man- dhi- ri

6 1 2 2 2 1 2 . 3
ing ja- kar- ta ka- ti- ti

1 1 1 1 1 2 2 2
ping pi- tu- las wu- lan wo- lu

6 1 1 1 1 1 1
won- de- ne ing kang war- sa

1 1 1 2 1 6 5 6
se- wu sa- ngang a- tus lu- wih
6 1 2 3 2 2 1 6 1
pa- tang pu- luh li- ma ka- la ning

1    1 . 2   2
se- ma- na

10 DURMA
     PELOG BARANG

3   5 6      7     7    7     7 7    6
pa- ra mu- dha wa- jib- mu pa- dha

6 7 5 3 . 2
es- tok- na

2 3 5 5 5 5 7 6 5
a- ja ma- lang tu- mo- leh

2 3 2 7 5 . 6 6
si- na- u kang gi- yat

5 6 6 6 6 6 5 . 6
a- ja pa- dha ke- re- ngan

6 7 2 2 2 2 2 . 3 2 . 3
yen wis ta- mat lan mum- pu- ni

5 6 7 5 3 . 2
nul- ya tan- jak na

2 3 5 5 5 6 7 6 5
kang- go bang- sa lan na- gri

11. DHANDHANGGULA
SLENDRO SANGA

2 5 6 6 6 1 2 2 2 2
no- ra a- na bang- sa ing sa- bu- mi

2 2 1 1 1 1 1 1 1
da- lan tres- na ma- rang ka- bu- da-

1 . 6
yan
5 6 6 6 6 6 6 . 1 6 . 5
mi- wah ka- gu- na- ne dhe- we

6 1 2 1 6 1 . 6 5 6 1
mi- la swa- wi a- mun- juk

6 6 1 . 6 5 2 2 2 2
so- kur ma- ring Hyang Ma- ha

2 3 2 1 . 6
wi- dhi

6 1 1 1 1 1 1
de- ka- bu- da- yan ki- ta

1 6 1 2 . 3 1 . 6 . 5
ma- sih pe- pak u – tuh

2 2 2 2 2 2 2 2
sun pra- su- di mrih me- kar- a

5 3 2 1 6 6 6 6 6
lan sam- pur- na lu- hur ka- bu- da-

1 2 2
yan ma- mi

1 1 1 6 2 1 6 5 6 1
yen kong si mu- sak sir- na

DAFTAR ISI

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Passive Voice Part 2

noreply@blogger.com (Anonymous) — Sat, 9 Feb 2013 00:43:00 +0700

The passive voice is less usual than the active voice. The active voice is the "normal" voice. But sometimes we need the passive voice. In this lesson we look at how to construct the passive voice, when to use it and how to conjugate it.

Construction of the Passive Voice

The structure of the passive voice is very simple:

subject + auxiliary verb (be) + main verb (past participle)

The main verb is always in its past participle form.

Look at these examples:

subject	auxiliary verb (to be)		main verb (past participle)
Water	is		drunk	by everyone.
100 people	are		employed	by this company.
I	am		paid	in euro.
We	are	not	paid	in dollars.
Are	they		paid	in yen?

Use of the Passive Voice

We use the passive when:

we want to make the active object more important
we do not know the active subject

	subject	verb	object
give importance to active object (President Kennedy)	President Kennedy	was killed	by Lee Harvey Oswald.
active subject unknown	My wallet	has been stolen.	?

Note that we always use by to introduce the passive object (Fish are eaten by cats).

Look at this sentence:

He was killed with a gun.

Normally we use by to introduce the passive object. But the gun is not the active subject. The gun did not kill him. He was killed by somebody with a gun. In the active voice, it would be: Somebody killed him with a gun. The gun is the instrument. Somebody is the "agent" or "doer".

Conjugation for the Passive Voice

We can form the passive in any tense. In fact, conjugation of verbs in the passive tense is rather easy, as the main verb is always in past participle form and the auxiliary verb is always be. To form the required tense, we conjugate the auxiliary verb. So, for example:

present simple: It is made
present continuous: It is being made
present perfect: It has been made

Here are some examples with most of the possible tenses:

infinitive		to be washed
simple	present	It is washed.
	past	It was washed.
	future	It will be washed.
	conditional	It would be washed.
continuous	present	It is being washed.
	past	It was being washed.
	future	It will be being washed.
	conditional	It would be being washed.
perfect simple	present	It has been washed.
	past	It had been washed.
	future	It will have been washed.
	conditional	It would have been washed.
perfect continuous	present	It has been being washed.
	past	It had been being washed.
	future	It will have been being washed.
	conditional	It would have been being washed.

Active or Passive Quiz

1	I ate a piece of chocolate cake.
2	The librarian read the book to the students.
3	The money was stolen.
4	They are paid on Fridays.
5	The movie is being made in Hollywood.
6	I washed my car three weeks ago.
7	His hair was cut by a professional.
8	I will introduce you to my boss this week.
9	It would have been fixed on the weekend.
10	The national anthem is being sung by Jason this time.

Active and Passive Voice part 1

noreply@blogger.com (Anonymous) — Sat, 9 Feb 2013 00:31:00 +0700

Kalimat aktif (active voice) adalah kalimat dimana subject-nya melakukan pekerjaan, sebaliknya, kalimat pasif (passive voice) adalah kalimat dimana subject-nya dikenai pekerjaan oleh object kalimat. Active voice lebih sering digunakan dalam kehidupan sehari-hari dibandingkan dengan passive voice. Namun demikian, sering kita temukan passive voice di surat-surat kabar, artikel-artikel di majalah-majalah dan tulisan-tulisan ilmiah. Passive voice digunakan karena object dari active voice merupakan informasi yang lebih penting dibandingkan dengan subject-nya.

Contoh :

Active : We fertilize the soil every 6 months
Passive: The soil is fertilized by us every 6 months

Dari contoh ini dapat kita lihat bahwa:

Object dari active voice (the soil) menjadi subject dari passive voice
Subject dari active voice (we) menjadi object dari passive voice. Perhatikan pula bahwa terjadi perubahan dari subject pronoun ‘we’ menjadi object pronoun ‘us’.
Verb1(fertilize) pada active voice menjadi verb3 (fertilized) pada passive voice.
Ditambahkannya be ‘is’ di depan verb3. Be yang digunakan adalah tergantung pada subject passive voice dan tenses yang digunakan. (Perhatikan pola-pola passive voice di bawah).
Ditambahkannya kata ‘by’ di belakang verb3. Namun, jika object dari passive voice dianggap tidak penting atau tidak diketahui, maka object biasanya tidak dikemukakan dan begitu pula kata ‘by’.
Khusus untuk kalimat-kalimat progressive (present, past, past perfect, future, past future, dan past future perfect continuous, perlu menambahkan ‘being’ di depan verb3). Kalau tidak ditambahkan “being”, tensisnya akan berubah, bukan progressive/continuous lagi. Perhatikan contoh-contoh pada poin h – o di bawah.

Berdasarkan keenam poin di atas maka passive voice mengikuti pola sebagai berikut:

Subject + be + Verb₃+ by + Object + modifier

Pola active dan passive voice pada tiap tensis

a. Jika active voice dalam simple present tense, maka ‘be’ passive voice-nya adalah is, am atau are.

Contoh:

Active : He meets them everyday.
Passive : They are met by him everyday.

Active : She waters this plant every two days.
Passive : This plant is watered by her every two days.

b. Jika active voice dalam simple past tense, maka ‘be’ passive voice-nya adalah was atau were

Contoh:

Active : He met them yesterday
Passive : They were met by him yesterday

Active : She watered this plant this morning
Passive : This plant was watered by her this morning

c. Jika active voice dalam present perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary has atau have, sehingga menjadi ‘has been’ atau ‘have been’

Contoh:

Active : He has met them
Passive : They have been met by him
Active : She has watered this plant for 5 minutes.
Passive : This plant has been watered by her for 5 minutes.

d. Jika active voice dalam past perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary had, sehingga menjadi had been

Contoh:

Active : He had met them before I came.
Passive : They had been met by him before I came.

Active : She had watered this plant for 5 minutes when I got here
Passive : This plant had been watered by her for 5 minutes when I got here

e. Jika active voice dalam simple future tense, maka ‘be’ passive voice-nya adalah be

Contoh:

Active : He will meet them tomorrow.
Passive : They will be met by him tomorrow.

Active : She will water this plant this afternoon.
Passive : This plant will be watered by her this afternoon.

Active : The farmers are going to harvest the crops next week
Passive : The crops are going to be harvested by the farmers next week.

f. Jika active voice dalam future perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary will have, sehingga menjadi ‘will have been’

Contoh:

Active : He will have met them before I get there tomorrow.
Passive : They will have been met by him before I get there tomorrow.

Active : She will have watered this plant before I get here this afternoon.
Passive : This plant will have been watered by her before I get here this afternoon.

g. Jika active voice dalam past future perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary would have, sehingga menjadi ‘would have been’.

Contoh:

Active : He would have met them.
Passive : They would have been met by him.

Active : She would have watered this plant.
Passive : This plant would have been watered by her.

h. Jika active voice dalam present continuous tense, maka ‘be’ passive voice-nya adalah (is, am atau are) + being.

Contoh:

Active : He is meeting them now.
Passive : They are being met by him now.

Active : She is watering this plant now.
Passive : This plant is being watered by her now.

i. Jika active voice dalam past continuous tense, maka ‘be’ passive voice-nya adalah (was atau were) + being.

Contoh:

Active : He was meeting them.
Passive : They were being met by him.

Active : She was watering this plant.
Passive : This plant was being watered by her.

j. Jika active voice dalam perfect continuous tense, maka ‘be’ passive voice-nya adalah (has/have) been + being.

Contoh:

Active : He has been meeting them.
Passive : They have been being met by him.

Active : She has been watering this plant.
Passive : This plant has been being watered by her.

k. Jika active voice dalam past perfect continuous tense, maka ‘be’ passive voice-nya adalah had been + being.

Contoh:

Active : He had been meeting them.
Passive : They had been being met by him.

Active : She had been watering this plant.
Passive : This plant had been being watered by her.

l. Jika active voice dalam future continuous tense, maka ‘be’ passive voice-nya adalah will be + being.

Contoh:

Active : He will be meeting them.
Passive : They will be being met by him.

Active : She will be watering this plant.
Passive : This plant will be being watered by her.

m. Jika active voice dalam past future continuous tense, maka ‘be’ passive voice-nya adalah would be + being.

Contoh:

Active : He would be meeting them.
Passive : They would be being met by him.

Active : She would be watering this plant.
Passive : This plant would be being watered by her.

n. Jika active voice dalam future perfect continuous tense, maka ‘be’ passive voice-nya adalah will have been + being.

Contoh:

Active : He will have been meeting them.
Passive : They will have been being met by him.

Active : She will have been watering this plant.
Passive : This plant will have been being watered by her.

o. Jika active voice dalam past future perfect continuous tense, maka ‘be’ passive voice-nya adalah would have been + being.

Contoh:

Active : He would be meeting them.
Passive : They would be being met by him.

Active : She would be watering this plant.
Passive : This plant would be being watered by her.

Contoh-contoh yang lain:

Koko’s nose is bleeding. He was punched by his friend right on his nose. (Hidung Koko sedang berdarah. Dia dipukul oleh temannya tepat di hidungnya).
The Indonesian football team was beaten by the Saudi Arabian team. (Team sepakbola Indonesia dikalahkan oleh team arab Saudi).
These plants were watered by my sister a few minutes ago. (Tanaman-tanaman ini disirami oleh adikku beberapa menit yang lalu).
There is no meal left. All has been devoured by Yeyes. (Tidak ada makan yang tersisa. Semuanya telah dilahap habis oleh Yeyes).
English is studied by all high school students. (Bahasa Inggris dipelajari oleh semua murid sekolah menengah lanjutan (SMP dan SMA).

Linguistic Element of Discourse

noreply@blogger.com (Anonymous) — Sat, 9 Feb 2013 00:17:00 +0700

Cohesion

Cohesion is the grammatical and lexical relationship within a text or sentence. Cohesion can be defined as the links that hold a text together and give it meaning. It is the first standard of textuality; it refers to the surface relations between the

sentences that create a text and to create connected sentences within a sequence. The formal surface of the text components works according to grammatical forms and conventions .It helps the reader /hearer to sort out the meaning and uses.

We can identify type of cohesion to be five : reference, substitution, ellipsis, conjunction, and lexical cohesion.

* Referential Cohesion

§ The term reference is traditionally used in semantics to define the relationship between a word and what it points to in the real world, but in Halliday and Hasan’s model it simply refers to the relationship between two linguistic expressions.

§ In the textual sense, though, reference occurs when the reader/listener has to retrieve the identity of what is being talked about by referring to another expression in the same context.

§ References to the outside a text are called exophoric references.

References to elements in the text are called endophoric references.

Type of Reference:

1. Exophoric Reference { situational }

2 Endophoric Reference, { textual }, we can divide Endophoric Reference into two : anaphoric reference { to preceding text } ,and cataphora { to following text}

Anaphoric reference points the reader or listener “ back ward “ to a previously mentioned entity, proses or state of affairs.

Cataphoric reference points the reader or listener forward – it draws us further into the text in order to identify the elements to which the reference items refer.

Example of anaphoric reference:

Text 2a

Martin Scorsese is killing me, waiting for the sun to go behind a cloud so the next shot will match the last one. He is near the end of the Cape Fear shoot, in front of a grocer’s stand just outside Fort Lauderdale, Florida. With him are Nick Nolte, Jessica Lange and Juliette Lewis, playing a married couple and their daughter fleeing from a psycho. Scorsese’s hand rarely leaves the side pocket of his custom – made jeans, where he works his watch chain like worry beads. He used to have Armani make his jeans, but he felt guilty wearing them.

Example of cataphoric reference :

Text 2b

“Jane, this is Allice. Listen, I just got a call from Betty, and she said she heard something’s happened out there. Have you heard anything?’’That was the way they phrased it, call after call. She picked up the telephone and began relaying this same message to some of the others.

We can identify three sub - types of referential cohesion – personal, demonstrative and comparative.

Personal Reference

Personal reference, such as those in text 2a, are expressed through pronouns and determiners. They serve to identify individuals and objects that are named at some other point in the text.

Personal reference keeps track of function through the speech situation using noun pronouns like “he, him, she, her”, etc. and possessive determiners like “mine, yours, his, hers”, etc.

.Example:

*The prime minister has resigned. He announced his decision this morning.

Wash and core six cooking apples. Put them into a fireproof dish.

**Mikhail Gorbachev didn’t have to change the world. He could have chosen to rule much as*

his predecessors did.

These are both cases of endophoric reference which signals to the reader that he or she needs to look back in the text to find its meaning.

Demonstrative Reference

Demonstrative reference is expressed through determiners and adverb. These items can represent a single word or phrase, or much longer chunk of text – ranging across several paragraphs or even several pages.

Demonstrative reference keeps track of information through location using proximity references like “this, these, that, those, here, there, then, and the”.

* Recognizing that his country had to change, Gorbachev could have become a cautious modernizer in the Chinese fashion, promoting economic reform and sponsoring new technology while holding firm against political change. This did not happen.

*I always drink a lot of beer when I am in England. There are many lovely pubs there.

This is not acceptable.

Comparative Reference

Comparative reference keeps track of identity and similarity through indirect references using adjectives like “same, equal, similar, different, else, better, more”, etc. and adverbs like “so, such, similarly, otherwise, so, more”, etc.

-A similar view is not acceptable.

We did the same.

So they said.

-

- A: Would you like these seats?

B: No, as a matter of fact, I’d like the other seats.

Substitution and Ellipsis

§ There are three general ways of substituting in a sentence: nominal, verbal, and clausal.

§ In nominal substitution, the most typical substitution words are “one and ones” .

There are some new tennis balls in the bag. These ones’ have lost their bounce.

§ In verbal substitution, the most common substitute is the verb “do” which is sometimes used in conjunction with “so” as in “do so”.

- Let's go and see the bears. The polar ones are over on that rock.

A: Is it going to rain?

B : I think so.

Inclausal substitution, an entire clause is substituted.

If you’ve seen them so often, you

get to know them very well.

I believe so.

Everyone thinks he’s guilty. If so, no doubt he’ll resign.

We should recognise him when we see him.

Yes, but supposing not: what do we do?

Ellipsis

§ Ellipsis (zero substitution) is the omission of elements normally required by the grammar which the speaker/writer assumes are obvious from the context and therefore need not be raised.

If substitution is replacing one word with another, ellipsis is the absence of that word, "something left unsaid". Ellipsis requires retrieving specific information that can be found in the preceding text.

Marry: I prefer the green.

Question: Select the correct alternative : Marry prefers the green:(a) hat, (b) dress, (c) shoes.

As it stands, the question is impossible to answer. However, if we know what was said before, it becomes relatively straight forward.

Sylvia: I like the blue hat.

Marry: I prefer the green.

There are three types of ellipsis too: nominal, verbal, and clausal.

Nominal Ellipsis:

My kids play an awful lot of sport. Both (0) are incredibly energetic.

Verbal Ellipsis

A: Have you been working?

B: Yes, I have (0).

Clausal Ellipsis

A: Why do you only set three places? Paul is staying for dinner, isn’t he?

B: Is he? He didn’t tell me (0).

Conjunction

Conjunction is achieved to have grammatical cohesion in texts which show the relationship

between sentences. They are different from other cohesive, ties that they reach the meaning by

using other features in the discourse. Because as Nunan (1993) points out, they use features to

refer to the other parts of the text in order to make relationship between sentences extremely

understood. Halliday and Hassan describe it as fellows:

In describing conjunction as a cohesive device, we are focusing attention not

on the semantic relation as such, as realized throughout the grammar of the

language, but on one particular aspect of them, namely the function they have of

relating to each other linguistic elements that occur in succession but are not

related by other, structural means.

(Halliday and Hassan, 1978: 227)

Williams (1983) summarized the different kinds of conjunctions in a text, based on the work

of Halliday and Hassan (1976) in the following table:

Family	External relationship	Examples
Additive Adversative Causal	Additive ‘proper’ Negative Expository Exemplification Similar Adversative ‘proper’ Avowal Correction of meaning Dismissal Causal general Reversed causal Reason Result Purpose Conditional (direct) Conditional (reversed polarity ) Respective (direct) Respective (reversed polarity )	And, in addition, moreover Or, else, alternatively, that is, in other words, for instance, for example, such as, likewise, similary, in the same way. Yet, though, but, however, nevertheless, whereas. In fact, actually, as a matter of part, contrary. In any / either case. So ,then ,hence, consequently,for,because,for this reason .it follows As a result ,in consequence, for this purpose ,to this end, then , that being the case , under the circumstances Otherwise ,under other circumstances , therefore In this respect /regard otherwise, in other respects
Temporal	Reversed causal Reason Result Purpose Conditional (direct) Conditional (reversed polarity ) Respective (direct) Respective (reversed polarity ) Sequential Summarizing Past Present Future Durative Interrupted Simultaneous	So ,then ,hence, consequently,for,because,for this reason .it follows As a result ,in consequence, for this purpose ,to this end, then , that being the case , under the circumstances Otherwise ,under other circumstances , therefore In this respect /regard otherwise, in other respects (at) first ,to start with ,next , finally ,in conclusion To sum up , in short ,briefly Previously ,before this /that, hitherto ,at this point, here From now on ,hence forward meanwhile , in the meantime Soon, after a time just then, at the same time.

Adversative

I’m afraid I’ll be home late tonight. However, I won’t have to go in until late tomorrow.

I quite like being chatted up when I’m sitting in a bar having a drink. On other hand , I hate it if………you know…..if the guy starts to make nuisance of himself.

( The relationship signaled by however and on the other hand are adversative because the information in the second sentence of each text moderates or qualifies the information in the first.)

Additive

From a marketing view point, the popular tabloid encourage the reader to read the whole page instead of choosing stories. And isn’t that what any publisher wants?

( Here And signals the presentation of additional information.)

Temporal

Brick tea is a blend that has been compressed into a cake. It is taken mainly by the minority groups in China. First, it is ground to a dust. Then it is usually cooked in milk.

( Temporal relationship exist when the events in a text are related in terms of the timingof their occurrence.)

Causal

Chinese tea is becoming increasingly popular in restaurants, and even in coffee shops. This is because of the growing belief that it has several health – giving properties.

(In this type of conjunction, the relationship is one of cause and consequence.)

Lexical cohesion

Lexical cohesion occurs when two words in a text are semantically related in some way – in other words, they are related in terms of their meaning. In Halliday and Hasan (1976), the major catagories of lexical cohesion are reiteration and collocation.

Reiteration

Reiteration includes repetition, synonym or near synonym, super-ordinate, and general word. Examples of each follow. The second underlined word or phrase in each of the texts refers back to the previously mentioned entity. Reiteration thus fulfils a similar semantic function to cohesive reference.

Repetition

What we lack in newspaper is what we should get. In a word, a ‘popular’ newspaper may be the winning ticket.

Synonym

You could try reversing the car up the slope. The incline isn’t all that steep.

Superordinate

Pneumonia has arrived with the cold and wet conditions. Then illness is striking everyone from infants to the elderly.

General word

A: Did you try the steamed buns?

B: Yes, I didn’t like the things much.

Collocation

Collocation can cause major problem for discourse analysis because it includes all those items in a text that are semantically related. Martin (1981b: 1) points out, while there are problems in defining collocation, ‘its contribution to coherence in text is so significant that it cannot be ignored’. The problems arise because collocation is expressed through open rather than closed class items. ‘’Closed’’ lexical items include all grammatical words – such as pronouns, conjunctions and preposition – membership of which is finite. In contrast, there is no limit to the items that can be used to express collocation. This means that it is difficult to establish set of regularly co- occurring word and phrases.

We can see the underlined words in the example below. We can say that those are examples of lexical collocation, because they all belong to the scientific field of biology:

Plants characteristically synthesise complex organic substances from simple from inorganic raw materials. In green plants, the energy of this process is sunlight. The plants can use this energy because they posses the green pigment chlorophyll. Photosynthesis or ‘ light synthesis is a self feeding ‘ or aoutotrophic process.

Animals on the other hand, must obtain complex organic substances by eating plants and other animals. The reason for this is that they lack chlorophyll. Among these “other feeder” or phagotrophs, are “liquid feeder” or osmotrophic ones absorb or suck up liquid food. This is usually from dead or rotting organisms.

An additional problem is the fact that many lexical relationship are text – as well as context bound. This means that words and phrases that are related in one text may not be related in another. For example, the word neighbour and scoundrel are not related at all. However, in the following text they are synonyms.

My neighbour has just let one of his trees fall into my garden. And the scoundrel refuses to pay for the damage he has caused.

One problem that arise in analyzing these relation in text has to do with how many ‘step’ away an item can be in a word class and still contribute to cohesion. For example, rose and flower seem more closely than rose and plant.

Hoey (1991) argues that lexical cohesion is the single most important form of cohesion, accounting for something like forty per cent of cohesive ties in text. His work is too complex to deal with any detail here. However, it is worth looking briefly at his central idea.

Hoey argues that various lexical relationship between the different sentence making up text provide a measure of the cohesiveness of the text. The centrality and importance to text fo any particular sentence within the text will be determined by the number of lexical connections that sentence has to other sentences in the text. He illustrates his point with an analysis of the following text.

DRUG CRAZED GRIZZLIES

A drug know to produce violent reaction in humans has been used for sedating grizzly bears Ursus arctos in Montana,USA, according to a report in The New York Times. After one bear, know to be a peaceable animal, killed and ate a camper in an unprovoked attack, scientist discovered it have been tranquilized 11 times with phencyclidine or ‘angel dust’ , which cause hallucinations and sometimes gives the user an irrational feeling of destructive power. Many wild bears have become ‘garbage junkies’, feeding from dumps around human developments. To avoid potentially dangerous clashes between them and humans, scientist are trying to rehabilitate the animals by drugging them releasing them in uninhabited areas. Although some biologist deny that the mind – altering drug was responsible for uncharacteristic behaviour of this particular bear, no research has been done into the effects of giving grizzly bears or other mammals repeated doses of phencyclidine.(BBC Wildlife,1984,2,3:160)

Hoey’s analysis consist, first , of counting the number of repetition links between the different sentences in the text. Sentence 1 has four links with the sentences 2,3,4 and 5. These are listed below:

1. produce humans used sedating grizzly bears

2. bear tranquilized user

3. bears human

4. them humans animals drugging

5. drug responsible for grizzly bears

(Note that while known to appears in both sentences 1 and 2, they are not treated as repetition as they refer to different events.)

SENTENCE VARIETY

noreply@blogger.com (Anonymous) — Sat, 9 Feb 2013 00:09:00 +0700

1. Simple Sentences

A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and a completed thought. A simple sentence, also called an independent clause.

Examples of simple sentences include the following:

1. Johan plays foot ball.

Johan = subject plays = verb

2. Kim is a foot ball player.

Kim = subject is = verb

Then we can make Simple Sentence with a compound subject and a compound verb.

Please look the example below :

1. Martin and Jane waited a bus.

Martin and Samantha = compound subject waited = verb

2. Alya went to library and borrowed a book yesterday.

Alya = subject

went ,and borrowed = compound verb

3. Firman and Maya arrived in campus at 10.00 o’clock and had speaking class at 10.25 yesterday.

Firman and Maya = compound subject

”arrived” and “had “ = compound verb

2. Compound Sentences

A compound sentence refers to a sentence made up of two independent clauses (or complete sentences) connected to one another with a coordinating conjunction : for , nor , or , and , so , but , yet.

Example :

1. Joe waited for the train, but the train was late.

2. Mary and Samantha have left on the bus before I arrived, so I did not see them at the bus station.

3. The tyrant has fallen, and Iraq is free.

4. Money is not the only answer, but it makes a difference.

5. Is this pen yours or Andi’s pen?

3. Complex Sentences

A complex sentence is made up of an independent clause and one or more dependent clauses connected to it. A dependent clause is similar to an independent clause, or complete sentence, but it lacks one of the elements that would make it a complete sentence.

Examples of dependent clauses include the following:

because Mary and Samantha arrived at the bus station before noon
while he waited at the train station
after they left on the bus

Dependent clauses such as those above cannot stand alone as a sentence, but they can be added to an independent clause to form a complex sentence.

Dependent clauses begin with subordinating conjunctions. Below are some of the most common subordinating conjunctions:

after
although
as
because
before
eventhough
if
since
though
unless
until
when
whenever
whereas
wherever
while

Example :

1. When he handed his homework, he forgot to give the teacher the last page.

Independent clause : “ when he handed his home work”

Dependent clause : “ he forgot to give the teacher the last page “

2. After they finished studying, Najib and Waros played foot ball.

Independent clause : “ Najib and Waros played foot ball “

Dependent clause : “ after they finished studying “

3. He always looks cheerful in front of his friends whereas his heart is not.

Independent : ‘’ He always cheerful in front of his friend “

Dependent : “ whereas his heart is not ”

Then , sentences containing adjective clauses (or dependent clauses) are also complex because they contain an independent clause and a dependent clause. The subjects, verbs, and subordinators are marked the same as in the previous sentences, and in these sentences, the independent clauses are also underlined.

4. The girl whom you love so much doesn’t come.

Independent : “ The girl doesn’t come “

Dependent : ‘’ You love so much “

5. The book which cover is black is mine.

Independent : “ The book is mine “

Dependent : “ cover is black “

6. The university where i study is in Muria Kudus.

Independent :” The university is in Muria Kudus”

Dependent : “ I study “

Phrasal verb

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 23:24:00 +0700

A phrasal verb is a combination of a verb and a preposition, a verb and an adverb, or a verb with both an adverb and a preposition, any of which are part of the syntax of the sentence, and so are a complete semantic unit. Sentences may contain direct and indirect objects in addition to the phrasal verb.^[1] Phrasal verbs are particularly frequent in the English language. A phrasal verb often has a meaning which is different from the original verb.

According to Tom McArthur:

...the term ‘phrasal verb’ was first used by Logan Pearsall Smith, in “Words and Idioms” (1925), in which he states that the OED Editor Henry Bradley suggested the term to him.

Alternative terms for phrasal verb are ‘compound verb’, ‘verb-adverb combination’, ‘verb-particle construction (VPC)’, AmE ‘two-part word/verb’ and ‘three-part word/verb’ (depending on the number of particles), and multi-word verb (MWV).^[2]

Prepositions and adverbs used in a phrasal verb are also called particles in that they do not alter their form through inflections (are therefore uninflected: they do not accept affixes, etc.). Because of the idiomatic nature of phrasal verbs, they are often subject to preposition stranding.

Phrasal verbs in informal speech

Phrasal verbs are usually used informally in everyday speech as opposed to the more formal Latinate verbs, such as “to get together” rather than “to congregate”, “to put off” rather than “to postpone”, or “to get out” rather than “to exit”.

Literal usage

Many verbs in English can be combined with an adverb or a preposition, and readers or listeners will easily understand a phrasal verb used in a literal sense with a preposition:

"He walked across the square."

Verb and adverb constructions can also easily be understood when used literally:

"She opened the shutters and looked outside."
"When he heard the crash, he looked up."

An adverb in a literal phrasal verb modifies the verb it is attached to, and a preposition links the verb to the object.

Idiomatic usage

It is, however, the figurative or idiomatic application in everyday speech which makes phrasal verbs so important:

"I hope you will get over your operation quickly."
"Work hard, and get your examination over with."

The literal meaning of “to get over”, in the sense of “to climb over something to get to the other side”, no longer applies to explain the subject's enduring an operation or the stress of an examination which they have to overcome. It is when the combined meaning of verb plus adverb, or verb plus preposition is totally different from each its component parts, that the semantic content of the phrasal verb cannot be predicted by its constituent parts and so becomes much more difficult for a student learning English to recognise.

Other idiomatic usages of phrasal verbs show a verb + direct object + preposition/adverb + indirect object construction:

In her introduction to "Longman Dictionary of Phrasal Verbs, What this dictionary contains", Rosemary Courtney includes as a third category

3. Idioms which are formed from phrasal verbs, such as let the cat out of the bag. These idioms are printed in heavy type. Idioms have a meaning which is different from the meaning of the single words, and usually have a fixed word order.^[3]

Courtney then cites among many other examples in the dictionary such phrases as "to add insult to injury", "to add fuel to the flames", "to leave someone in the lurch", "to scare someone out of their wits", etc.

Phrasal verb patterns

A phrasal verb contains either a preposition or an adverb (or both), and may also combine with one or more nouns or pronouns.

Particle verbs

Phrasal verbs that contain adverbs are sometimes called "particle verbs", and are related to separable verbs in other Germanic languages. There are two main patterns: intransitive and transitive. An intransitive particle verb does not have an object:

“When I entered the room he looked up.”

A transitive particle verb has a nominal object in addition to the adverb. If the object is an ordinary noun, it can usually appear on either side of the adverb, although very long noun phrases tend to come after the adverb:

Switch off the light.
Switch the light off.
Switch off the lights in the hallway next to the bedroom in which the president is sleeping.

With some transitive particle verbs, however, the noun object must come after the adverb. Such examples are said to involve "inseparable" phrasal verbs:

The gas gave off fumes. (not *The gas gave fumes off.)

According to^[4], still other transitive particle verbs require the object to precede the adverb, even when the object is a long noun phrase:

I cannot tell the dogs apart. (not *I cannot tell apart the dogs.)
I cannot tell the bulldogs and the pugs who look like them apart.

However, some authors^[5]^{:p. 19} say that the particle must be adjacent to the verb whenever the noun phrase is lengthy and complicated.

With all transitive particle verbs, if the object is a pronoun, it must, with just one type of exception, precede the adverb:

Switch it off. (not *Switch off it.)
The smell put them off. (not *put off them)
They let him through. (not *they let through him)

The exception^[5]^{:pp.17, 20} occurs if the direct object is contrastively stressed, as in

Figure out THESE, not THOSE.

Gorlach^[6]^:p.40 asserts that the position of the nominal object before or after the adverb has a subtle effect on the degree to which the phrase has resultative implication, as seen in this example involving the simple verb eat and the phrasal verb eat up:

to eat the apple (neutral for result)
to eat up the apple (greater possibility for result)
to eat the apple up (compulsory claim for result)

Prepositional verbs

Prepositional verbs are phrasal verbs that contain a preposition, which is always followed by its nominal object. They are different from inseparable transitive particle verbs, because the object still follows the preposition if it is a pronoun:

On Fridays, we look after our grandchildren.
We look after them. (not *look them after)

The verb can have its own object, which usually precedes the preposition:

She helped the boy to an extra portion of potatoes.
with pronouns: She helped him to some.

Prepositional verbs with two prepositions are possible:

We talked to the minister about the crisis.

Phrasal-prepositional verbs

A phrasal verb can contain an adverb and a preposition at the same time. Again, the verb itself can have a direct object:

no direct object: The driver got off to a flying start.
direct object: Onlookers put the accident down to the driver’s loss of concentration.

Phrasal verbs and modifying adverbs

When modifying adverbs are used alongside particle adverbs intransitively (as particle adverbs usually are), the adverbs can appear in any verb/particle/adverb positions:

“He unhappily looked round.”
“He looked unhappily round.”
“He looked round unhappily.”

The particle adverb here is "round" and the modifying adverb is "unhappily". ("Round" is a particle because it is not inflected — does not take affixes and alter its form. "Unhappily" is a modifying adverb because it modifies the verb "look").

With a transitive particle verb, the adverb goes either before the verb or after the object or particle, whichever is last:

“He cheerfully picked the book up.”
“He picked up the book cheerfully.” (not *picked cheerfully up the book)
“He picked the book up cheerfully.”

Prepositional verbs are different from transitive particle verbs, because they allow adverbs to appear between the verb and the preposition:

“He cheerfully looked after the children.
“He looked after the children cheerfully.
“He looked cheerfully after the children.

Phrasal verbs combined with special verb forms and clauses

Courtney^[3] also includes special verb forms and clauses in phrasal verb constructions.

Phrasal verbs combined with wh-clauses and that-clauses

Sentences which include verb + particle + object(s) + wh-clauses

“The teacher tries to dictate to his class what the right thing to do is”

= transitive verb + preposition (dictate to) + indirect object (his class) + wh-clause (what the right thing to do is).

“My friends called for me when the time came”

= transitive verb + preposition (called for) + pronoun (me) + wh-clause (when the time came).

“Watch out that you don’t hit your head on the low beam”

= intransitive verb + adverb (watch out) + that-clause (that you don’t hit your head on the low beam).

Phrasal verbs combined with verb-ing forms

“You can’t prevent me from seeing her”

= transitive verb + pronoun (prevent me) + preposition (from) + verb-ing form (seeing) + pronoun (her).

Referensi : Wikipedia.com

Arti Seorang Sahabat Sejati

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 23:15:00 +0700

Teman, sahabat... Beberapa tahun lalu, kita akan menemukan mereka dari aktivitas sosial secara langsung. Misalnya saja mereka tinggal sebagai tetangga, mereka teman sekolah, teman kuliah atau teman kerja. Tetapi sekarang, Anda bisa menemukan orang yang benar-benar asing masuk ke dalam daftar teman Anda. Coba buka akun jejaring sosial Anda, ada berapa banyak teman yang belum pernah bertatap muka langsung dengan Anda?

Tidak salah kok punya teman dari dunia maya, apalagi jika mereka punya hobi yang sama, punya pengalaman yang bisa dibagi, punya pengetahuan yang bisa bermanfaat. Banyak pertemanan dunia maya yang berakhir menjadi persahabatan sesungguhnya. Apakah mereka bisa menjadi sahabat sejati? Bisa iya, bisa tidak. Karena sahabat sejati dapat dijumpai di mana saja dan kapan saja.

Sebagai seorang perempuan, hidup tidak akan lengkap tanpa kehadiran seorang sahabat, terlebih lagi sahabat sejati yang bisa menjadi cermin siapa diri Anda. Masalahnya, dengan banyaknya kehadiran orang-orang baik dalam kehidupan Anda (baik dari pertemuan langsung atau dunia maya), ternyata tidak semua bisa menjadi sahabat sejati Anda. Apakah mereka hanya teman berbagi kesenangan dan pengetahuan belaka, atau bisa menjadi soulmate Anda?

Sahabat Sejati...

Mengatakan yang Sesungguhnya

Sahabat sejati tidak akan sungkan mengatakan, "Berat badan kamu naik ya?" atau "Ada cabai di gigi kamu, bersihin dong!" Mengapa? Karena mereka melakukan itu tidak lebih untuk kebaikan Anda sendiri. Tidak jarang mereka menjadi alarm yang tidak berhenti memperingatkan Anda bahwa pria yang Anda sukai sebenarnya pria yang tidak baik dan tidak pantas untuk Anda.

Jengkel? Jangan lagi. Mereka tidak sedang menjatuhkan Anda. Mereka mengatakan hal yang sesungguhnya sekalipun terkesan menyakitkan du hati Anda. Mereka mengatakan sesuatu yang terkesan 'dingin' tetapi mereka melakukan itu untuk menunjukkan kepedulian yang sangat besar bagi Anda. Lebih baik sahabat sendiri yang mengatakan ada cabai di gigi Anda ketimbang Anda keliling kota dengan cabai terselip di antara gigi tanpa sadar. Iya bukan?

Sahabat Sejati...

Mengantar Anda Menggapai Impian

Sekalipun mereka mengatakan hal-hal kebenaran tentang Anda, mereka tidak akan menghakimi atau mengkritik Anda. Mereka adalah pemberi saran terbaik, sekaligus rekan paling gila yang bisa membuat Anda tidak sungkan mengatakan apa sebenarnya impian Anda, apa yang sebenarnya yang Anda cari dalam hidup Anda (seringkali hal ini bahkan tidak diketahui orang tua Anda sendiri).

Bersama mereka, Anda bisa mendapat motivasi dan dorongan yang kuat untuk menggapai impian Anda. Anda juga demikian, menjadi penopang impian sahabat Anda. Saling mendukung, saling percaya dan saling mengingatkan, tanpa sikap menghakimi. Mereka bisa menjadi kotak untuk menampung impian Anda, sekaligus tempat mencurahkan air mata saat impian Anda tak tercapai dan melambung terlalu tinggi untuk diraih.

Sahabat Sejati...

Tidak Meminta Imbalan Apapun

Mungkin Anda pernah saling meminjam barang atau uang pada sahabat Anda, ini wajar. Tetapi di luar itu semua, seorang sahabat tidak mengharap apapun dari Anda. Tidak mengharap Anda akan memberikan sesuatu dalam bentuk materi atau keuntungan lain. Mereka hanya ingin berbagi bersama Anda dan saling menopang. Tidak ada imbalan yang akan mereka minta sebagai bentuk balas jasa.

Sekalipun Anda dalam kondisi susah, melarat, jatuh miskin dan tidak memiliki apapun, mereka akan ada di samping Anda, masih menjadi sahabat yang sama baiknya seperti pada saat Anda sukses dan bahagia. Mereka selalu membagi energi, pikiran, waktu, tenaga dan berbagai hal lain untuk Anda. Tidak mudah melakukan semua itu tanpa imbalan, mereka adalah harta yang harus Anda jaga.

Sahabat Sejati...

Tidak Akan Mengubah Anda

Mereka menerima apapun diri Anda, apapun pemikiran Anda dan mereka tidak akan meminta Anda untuk berubah menjadi orang lain. Mungkin mereka akan mengingatkan Anda bila terlalu banyak mengonsumsi makanan tak sehat dan masih merokok, tetapi mereka melakukan itu untuk kebaikan Anda. Mereka mungkin mengingatkan Anda untuk tidak berteriak kurang ajar pada seorang supir taksi, tetapi sekali lagi, mereka melakukannya untuk kebaikan Anda.

Jika Anda tidak suka dengan pilihan film kesukaannya, mereka tidak akan memaksa Anda untuk menonton film tersebut. Jika Anda tidak suka rumah makan kesukaan mereka, mereka akan lebih memilih mengunjungi rumah makan itu seorang diri tanpa mengajak Anda, karena mereka tahu bahwa Anda tidak suka. Mereka menghormati Anda, keputusan Anda dan hal-hal yang tidak Anda suka. As simple as that.

Sahabat Sejati...

Mau Mendengarkan Anda

Banyak orang yang tampak mendengarkan Anda dan bersimpati, tetapi hanya itu saja, kemudian mereka berlalu. Tetapi seorang sahabat tidak melakukannya, mereka mendengar apapun yang Anda katakan, bahkan bila membutuhkan waktu berjam-jam. Saat Anda mencurahkan hati dan pemikiran Anda, mereka benar-benar mendengarkan Anda. Melihat mimik wajah Anda, menggali apa yang sedang Anda rasakan dan mereka selalu tahu saat Anda berbohong.

Sangat sedikit orang yang mau mendengarkan Anda hingga mendalam, ini bukan pekerjaan mudah. Karena lebih banyak orang yang akan menghakimi dan mengkritik Anda, itu lebih mudah daripada mendengarkan. Sahabat Anda akan selalu mendengarkan Anda tanpa kritik. Karena itu, Anda lebih membutuhkan satu orang sahabat sejati yang mau mendengarkan Anda dibandingkan hanya bersenang-senang dan terlihat cool dengan beberapa orang, tetapi sebenarnya Anda kesepian. (kpl/ICH)

Study and practise the following dialogue between Adib and Ruben

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 23:08:00 +0700

Study and practise the following dialogue between Adib and Ruben. They are talking about

Ruben’s experience last Christmas. Pay attention to the expressions printed in bold.

Adib : Hi, Ruben. What a nice hat!

Ruben : Oh, hi Adib. Thank you for saying so.

Adib : Is that new?

Ruben : No, actually. My grandfather gave me this hat last Christmas.

Adib : I see. Well, I heard you went to Medan last Christmas.

Ruben : You’re right. My family and I spent the holiday with our relatives there.

Adib : How was it?

Ruben : It was a nice gathering. We spent three days there. However, there was something

annoying in our way home from Medan.

Adib : What was it?

Ruben : I lost my wallet.

Adib : I’m sorry to hear that. How did it happen?

Ruben : I thought I dropped it in the taxi. However, when I called the taxi company,

they said they found nothing in the taxi.

Adib : How upsetting.

Ruben : Moreover, I lost all my identity cards.

Adib : That’s a pity.

Gudeg Jogja (Green Jack Fruit Sweet Stew)

Ingredients:

- 5 onions

- 10 candlenuts

- 10 garlic cloves

- 4 bay Leaves

- 1/2 lb. (250g) green jack fruit

- 2-1/2 tsp. (12g) coriander

seeds

- 1-1/4 tsp. (6g) cumin

- 1/4 cup (62ml) coconut sugar

- 2 cups (500ml) coconut milk

- 2 tsp. (30g) tamarind

- 2 lb. (1kg) chicken (cut into

small pieces with bone)

- 5 cups (1.25l) water

- 2 inches bruised galangal

Instructions:

- First, cut green jack fruit 1 inch thick. Wash and boil until tender.

- Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal until

fragrant.

- Add the chicken pieces, stir fry until chicken changes clour.

- Then, pour 4 cups of water and coconut sugar, bring to a boil.

- Add the green jack fruit and simmer until the chicken and vegetables are

tender.

- Finally, add coconut milk 5 minutes before it’s done, bring back to a boil. Serve

hot with rice.

This dish is sweet and usually served with shrimp cracker.

Story Tale (Swimming and Kyai Jegod)

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 23:06:00 +0700

Swimming

When I was a boy, I liked swimming very much. Each year my two brothers and I spent

the holiday with our uncle and aunt in their house by the sea. It was only twenty yards from the

water. The water was warm, the sun shone brightly, and most days there were no waves. In the

middle of the day a wind always began to blow, but it was not strong and did not make the sea

rough.

One day, we put on our swimming-shorts before breakfast. Then, we ran down to the sea

across the sand and jumped in. We were in the sea or on the beach until late at night. When our

aunt rang a bell, we went back to the house for food, but we ate it in our swimming-shorts and

soon went back in the sea again. We were all very good swimmers. We dived through the waves

or rode towards the beach on top of them until we were tired and hungry.

Kyai Jegod

Once upon a time there was a kingwho ruled Mataram Kingdom. His name is

Amangkurat IV. He was the grandfather of Sultan. He often meditated in a nearby forest,

called Garjitawati.One day, when a gardener was gathering

grass for his cattle in the forest, he looked for some water because it was so hot. He found a

small pond and when he was going to drink some water from it, a dragon came out of the underwater,

but it was so friendly to him. The dragon said that if Sultan wanted to build his palace, it

was supposed to be located in that forest. Then it disappeared.

Then Sultan started to build the palace in that forest. He demanded strong and old woods

and the forest where those woods lied was said to be home of genies and spirits. His lumberjacks

could not fi nd anything to eat and the only thing they could have were some rice and water for

three days, or sometimes they could not have anything.

Then Sultan ordered that the main pole in the palace’s hall had to be built from special

wood, which would give strong impression. One night, a servant who was sleeping in the forest

heard loud and deep voice. The voice introduced itself as Kyai Jegod. The servant saw that Kyai

Jegod was an old, tall, and massive tree. He said that he would voluntarily let himself be cut to

make the main pole so that he could stay inside it forever.

The servant told it to Sultan and Sultan let Kyai Jegod stay inside it forever, while Kyai Jegod

became the protector of that palace since then.

Adapted from: http://www.st.rim.or.jp

Questions

1. Who is Sultan?

2. What happened to the gardener in the forest?

3. What kind of woods that Sultan wanted to build his palace with?

4. Who is Kyai Jegod? What does it look like?

5. What did Kyai Jegod say to the servant?

6. What has Kyai Jegod done till today?

Teaching English use video as the media

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 23:03:00 +0700

Teaching English use video as the media.

The teacher use video to teach speaking in the class. Students are invited by the teacher to analyze what the character say. Students will also analyze topic, the appropriate situation and the expressions. Then students can produce other similar statements then they can practice to say those with their friends. It will help them in improving their speaking ability. By studying some statements and expressions that are taken from video, the student’s speaking will be full variation and will not monotonous.

The students

I will use this strategy to teach senior high school students. Why do I use this strategy to them? Because senior high school student has gotten much English material, then it is appropriate if they are taught to improve their speaking ability.

Procedures:

Firstly, I prepare some short movies. Then I will ask the student watch the movie. Then I ask them to analyze and comprehend what the character says. I will ask students about the topic, in what situation the occasion take place and what statement that they heard. After that I ask student to make other statements that have same situation to the movie. The last step I ask the student to practice with their friend in pair.

The honorable the environment minister

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 23:00:00 +0700

Opening:

The honorable the environment minister, Mr. A. Anwar

The honorable the kudus regent, Mr. Mustofa

Ladies and gentlemen. It is a great pleasure for me to be given the opportunity to deliver a speech. I will talk about actual issue that happened in our environment.

Ladies and gentlemen. Nowadays we meet a big problem which related to our environment. This is a serious problem and we have to find the solution soon. The big problem is global warming. Every body has known through mass media such as newspaper, television, and internet people talk about global warming. Global warming has been hot issue recently and the effect of global warming has been truly felt by human.

Main topic:

Global warming is a condition where the earth is being warmer. Heat wave cause climate change extremely. Because of that the weather become unpredictable and also give disaster to the environment. We can see in our country, dry season is longer and cause much drought until many plant withered. In wet season, the extreme rain cause flood every where. It also destructed much rice field and many building.

Actually global warming is caused by ozone destruction. Ozone is a part of atmosphere which can filter sunlight in order to be safe when it is accepted by earth. Now there are many hole in ozone, therefore the earth get warmer sunlight. According to the scientists who have done some research to the environment, they said ozone destruction is cause by air pollution. The air contained CO and CO2. Both are produced by vehicles emission gas, burning trash activity. Actually both of gasses can be reduce by forest. Tress can absorb CO and CO2 through photosynthesis process and produce O2. But we know that people cut down trees everyday to get wood and burn forest to get land. After that they build farm and residence. So, there are no more forest left. Scientist said if this condition continuo 10 to 20 years then, this problem will be more difficult and the consequences will be more serious for us. Scientist observed ice land in north pole and in south pole melt everyday. It add water volume in the sea. Sea will make small island sink and cause floods.

Now people have to solve this problem. Don’t let disaster come to us. Actually we can repair the bad condition by coming back to natural life. We can decrease CO and CO2 by planting trees. Reforestation is needed right now to balance the environment condition. We can plant trees in our home, along the street and every where.

Closing:

Through this event I want to invite every body to plant trees. I want to build the every body awareness to take care our earth. Because we can get much benefits from trees. Trees can absorb emission gas and produce O2 that is needed by us everyday. So, what we are doing today is very good for our children the next day. It has to continue and we can feel the result soon.

Let us make our earth green and fresh by planting trees. Invite every body to do what you do. I believe Good morning, we will get better live. Good morning.

4 SKILL OF EACH SETTING

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 22:55:00 +0700

Teaching Reading in the EFL Classroom

Teaching reading in EFL is a bit different than the way native speakers are taught to read. While vocabulary is an important part of reading, teaching the reading skills of surveying, skimming, scanning, inference, predicting, and guessing are just as important.

Research tends to indicate that a student’s reading comprehension can be improved by focusing on teaching students skills in the following areas:

Vocabulary

Many languages do not have the word building concepts that English does. In teaching vocabulary, the idea of “root” words, and prefixes and suffixes helps students build a larger vocabulary quickly. Affixes (prefixes and suffixes) help us create a variety of words from one base word. many EFL students won’t recognize that contain is the root word of container and containment; or that desire is the root word of undesirable and desirability. When teaching new vocabulary it is important to point out these connections and we can quickly help students expand their vocabulary with the base words they already know. Teaching affixes is only one of several strategies for teaching vocabulary. See the links below for more.

Surveying, Scanning, Skimming

In an academic setting we rarely read an entire text word for word. More typical is that we look at the contents of a book, the chapters, headings, subheadings, sidebars, pictures, illustrations, words in italics and bold type – and dive in to find the information we need. These are the concepts of surveying, scanning and skimming: moving from the big ideas of a reading down to the specific details. These are skills that EFL students don’t usually have and must be taught. The linked readings below will give you more specifics on these skills.

Guessing and Predicting from Context

Students also need to be taught to guess the meanings of words based on the context of the reading and to draw from the reading an ability to predict what might happen in the next paragraph. Links below will lead to more information on these skills.

Teaching Listening in the EFL Classroom

Basic Concepts

· Recognize cardinal and ordinal numbers and the alphabet

· Follow the directions in familiar context to complete a simple task

· Follow the direction and instruction with some detailed

· Using simple conversation in the audio/video

· Recognize some common idioms in conversation

Teaching EFL Writing

Basic Concepts:

Teaching writing is often about teaching grammar. If grammar comes up anywhere in EFL, it is in the writing classroom. Most EFL students will have some writing skills when you get them. But they will often have an idea that their writing is quite good and generally it will be quite poor.

Many EFL students will have had some experience with paragraph and essay writing, but, in fact, they often will have quite poor writing skills at the sentence level. Therefore, you will need to take them back to sentence level and begin to teach them very basic structure and how to write simply. Run-on and fragmented sentences will be very common until you correct those errors.

The more basic you get with your writing students, the better. Once a good foundation is built, you can move on to basic paragraph writing and on to essays. These skills take time to develop though and you will find that most textbooks will move your students forward too quickly.

• Write simple sentence by using simple punctuation

• Following a model, write a simple paragraph on a single topic

• Apply basic capitalization, spelling and punctuation rules when writing

• Use some idioms in writing

• Describe a detailed procedure in writing

English speaking teaching techniques and strategies for EFL

• Produce some sentence

• Using simple expression

• Provide two and three step instructions with detail on how to do something

• Use a variety of sentence patterns, new vocabulary, and high-frequency idioms in spontaneous conversation

• Tell a story in every part conversations.

Reading in the ESOL Classroom: A Technique for Teaching Syntactic Meaning

A focus on grammar (e.g. articles, punctuation, phrasal verbs, grammar tenses and passive and active voice)
Sentence structure
Paragraph structure
Overall organisation& construction of written texts

This course is based on participants’ needs. Actual topics/types of writing to be covered are negotiated and agreed on with class participants according to the needs of the group.

Classes are practical and participants are given exercises in order to practise the skills they have learned.

How to Teach Writing Skills to ESL Students

1. Provide a notebook for each student. Ask the students to write in their journals every day. Write the day of the week and the date on a board. Read the day and date, then ask the students to copy the date in their journals and to write about anything they choose. Some students will write sentences, some may write paragraphs and some may write only words. Tell students to raise their hands if they want to know how to spell a word. Write the word on the board. Suggest topics that the students might like to write about: their friends, their family, how they feel, their favorite food or their favorite book. Give students the opportunity to read their entries to their classmates. The teacher does not correct the writing at this point, but she may want to write a brief comment in a few of the journals each day.

2. Have the students brainstorm a topic such as "family." Draw a word web on the chalkboard. Write the word "family" in the middle circle. Then ask for words that tell about families in the circles that you draw around the main circle. Ask the students to make sentences from the words you have written on the board. Start the sentences by writing "Four people live in my house." Write all the sentences on the board, reading them as you write.

3. Ask the students to make up a story together. The story can be something that really happened, such as a game they played outside or a trip that someone took, or it could be a made-up story, such as "One day Juan saw a flying car." Write the sentences on the board as the students say them. Do not correct grammar at this point. Read the story aloud, then ask the students to read it in unison. Have them read it several times. Ask if anyone would like to read the story by himself. Explain why you put punctuation and capital letters in the sentences.

4. Use fill-in-the-blank activities. Adjust the difficulty level according to the ability of your students. Give the students a worksheet, and ask them to write the words in the correct places. Write a story on the board the first time. Complete it with the students.Forexample:keep asked feed little kittenIngrid found a - - - - - - kitten.She wanted to - - - - the - - - - - -.Ingrid - - - - - her mother if she could keep the kitten.Her mother told her she would have to - - - - it and give it water.

5. Have students make a mural that tells or retells a story--for example, summarizing the events in a story they have read or how their family makes preparations for a holiday. Provide butcher paper, markers, tape and crayons. Ask them to draw a picture showing what happens first, second and the next steps. Then ask them to write sentences below the pictures that describe the action. Help the students tape the mural to a wall. Organize an exhibit of the mural. Appoint a student to stand in front of each picture to read the sentence under that picture and explain what is happening in the picture. The other students form a line and walk past the mural listening to the information about each picture. Let the students take turns describing the pictures.

6. Give the students opportunities to do functional tasks such as making lists of things they need to bring for a party, writing friendly letters, reading and copying poems that you write on the chalkboard and writing notes to their families about school events.

Improve Listening Skills for ESL Students

So what can you do to focus on listening in a lesson, but also give ESL learners greater confidence when it comes to the skill?

First, prepare the students with an activity or two. Set aside some discussion time, with several questions that deal with the topic. If the listening exercise deals with vacations, give the students several questions related to vacations to talk about. This gives them some background ideas, thereby gearing up their thoughts towards the upcoming content. With lower-level students, use more basic questions.

Next, establish the subject and purpose of the monologue/dialogue. If the students have a general description, the reason for the conversation, and who will be speaking, they can jump right in and focus on the tasks you've assigned. In other words, they won't lose any time orienting themselves with the speakers and the purpose of the conversation. You should also explain exactly what the activity requires to be done. For example, will students need to answer questions? Will they need to follow a set of directions? Will they need to complete a task, like filling out a calendar or diary? If necessary, walk the students through the instructions step-by-step, and confirm understanding. This guarantees everyone fully and correctly participates in the next step.

Third,do the task. Students listen to the passage or conversation, and then do something with that information (e.g., answer questions, fill out a schedule, etc.). With more difficult passages, it's perfectly all right to let the students listen once, but not take any action apart from becoming familiar with the accent and intonation, and to just catch the gist of it.

Lastly, confirm and discuss the listening task. Was it easy, or difficult? What did the class miss? Why? This gives everyone the chance to talk about the listening exercise in a positive environment. Follow this with answer checks, either as a class or in pairs/groups. Then wrap up the exercise with an opportunity to reuse the information that they just heard in combination with other language skills. Discuss specific questions in pairs or groups, for example, or debate the information. With lower-level students, have them reuse phrases, vocabulary, or ideas in another activity such as peer interviews, or a similar dialogue.

TEACHING SPEAKING TESL

• Using intermediate dialogue for role play with follow up multiple choice quiz

• Understand your class for fun survey to understand study habits

• Using pronunciation teaching

• Participate in social conversation

• Retell a simple story

READING IN TESOL

• Recognize personal information words

• Read learned sentences

• Read simple sentences on a familiar topic

• Read compound and complex sentences following punctuation cues

• Read short simplified paragraphs on a single topic with familiar vocabulary

• Determine meaning of new vocabulary using context clues and decoding skills

WRTING IN TESOL

• Classroom application reflection writing correction task

• Writing activities (Write basic personal information)

• Marking written work (Write simple sentences related to familiar situations)

• Write a descriptive paragraph with some detail on a familiar topic that includes a beginning, middle and end

• Apply basic capitalization, spelling and punctuation rules when writing

• Draft, organize, write and edit a short paragraph using a topic sentence, supporting details and

• Write a detailed paragraph with topic sentence, supporting details, and conclusion

• Describe a detailed procedure in writing

LISTENING IN TESOL

• Recognize or respond to basic survival vocabulary, greetings, and polite expressions

• Listen for key vocabulary words in contextualized conversations

• Recognize common words when spelled or dictated

• Respond to simple social conversation in familiar context

• Identify simple information from a conversation in familiar context

• Distinguish between facts and opinions in conversation

• Recognize or respond to some common idioms

• Recognize/respond to conversational openers/closures and polite expressions as used by native speakers

SPEAKING IN TESOL

• Warm up (use basic vocabulary for social interaction)

• Speaking activities ( practice and reflection)

• Games

• Spell some familiar words

• Participates in short conversations on everyday activities using appropriate conversation skills and monitoring for listener comprehension

• Produce simple statements, questions, and commands using familiar vocabulary

• Participate in routine social conversations in familiar contexts

• Participate in social interactions using the appropriate degree of formality

Listening in TEIL

· Identify simple expressions indicating lack of understanding

· Respond to statements, questions and commands using some expanded vocabulary

· Distinguish language use in informal versus simple formal situations (i.e., pay attention to register)

· Recognize/respond to conversational openers/closures and polite expressions as used by native speakers

WRITING IN TEIL

· Write simple notes and messages (e.g., note to a teacher about a sick child, thank you for a gift, etc.)

· Use pre-writing skills to organize and develop a paragraph

· Identify parts of a composition -- outlining content/sequence of paragraphs

READING IN TEIL

· Recognize alternate forms of basic information words on a personal information form (e.g., today’s date/current date, birth date/date of birth, sex/gender).

· Identify main idea, chronological order, and simple transitions in texts on familiar subjects

· Read and understand multi- paragraph selections from a variety of genres

SPEAKING IN TEIL

· USING EXPRESSION in conversation

· Respond to simple questions in familiar situations demonstrating some control of grammar

· Produce simple statement and common using familiar vocabulary

· Request specific information in person

· Participate in social interactions using the appropriate degree of formality

TOEFL iBT - Sample Essay

noreply@blogger.com (Anonymous) — Fri, 8 Feb 2013 22:51:00 +0700

Topic: Do you agree or disagree with the following statement? Classmates are a more important influence than parents on a child's success in school. Use specific reasons and examples to support your answer.

There is a debate concerning the education of children. Some people believe that parents and teachers have the strongest influence on the success of children in school. There are others that believe that children’s classmates have more influence on their success in school. While parents and teachers are indeed important, in my opinion, I agree that classmates have a stronger influence on a child’s success because the students have a lot in common and because they spend most of their time together.

To begin with, classmates tend to have a lot in common, so they are able to give each other useful advice. Classmates share the same teachers, homework and similar difficulties, so they easily understand the situation of their classmates. When students are having trouble with a bully in school, they will do better to seek advice from their classmates rather than their parents or teachers because they will do better to seek advice from their classmates rather than their parents or teachers because they will receive more sympathy and compassion. This is because all of the classmates are sharing the same social problems with one another. Thus, if students are having a problem in one of their classes, they will not get good results by asking advice from their parents. However, if they go to a classmate, they may be able to find a solution to their problem. Likewise, if another student comes to them, they are more able to help with their problem. This is a situation in which age is not an important factor.

In addition, seeing as they are together most of the day, classmates are available to help each other. Parents are busy with work and other responsibilities, but classmates spend all day together. It is easier for students to approach each other because they already have a basic understanding of one another’s problems. If a student approaches a parent with a problem, the parent may not see the seriousness of the child’s concern. This is because they are busy living very different lives, with very different worries. However, classmates are always available to each other and understand the problems that their classmates are going through. This availability makes classmates better advisors and more important contributors to a child’s success at school.

In conclusion, there are many different people that have an influence on the lives of children, but for success in school classmates have the more important influence. This is because all of the children in a class have almost everything in common, from teachers to homework. Classmates are also more available to each other because they spend much time together. For these reasons, I believe a child’s classmates have a more important influence on his success in school.

Download New AVG 2013 Full Version + Keygen Serial Number

noreply@blogger.com (Anonymous) — Wed, 6 Feb 2013 11:48:00 +0700

AVG AntiVirus Free 2013

Review:

AVG's updates for 2013 look to the future while struggling to overcome the problems of the past. There's a new interface optimized for Windows 8 that really does make the suite easier to use, and the suite once again tackles its lengthy installation procedure. However, one of the best new features in AVG was actually introduced as a midyear update during 2012.

Installation

We found that the program can go from completed download to ready to use in about 5 minutes.

AVG's touted its five-screen installation for several years now. While it's true that the process continues to be short, it's important to call out a few improvements and one glaring snag.

The installer itself now weighs in at 33MB, down from more than 100MB two years ago. The installer also does not require a reboot. This isn't surprising for Windows 8, but even on computers running Windows 7 and older, installing AVG will be reboot-free. Unfortunately, not only do you still have to opt out of AVG's toolbar and SafeSearch if you don't want them, but even when you choose only the toolbar, it commandeers your default location bar search in Firefox. This is, of course, problematic because the toolbar provides some important security options, such as AVG Do Not Track.

AVG loses points as well for force-shutting your browser without warning during installation, and for not adapting the installation options to Windows 8. AVG has retained the small check boxes from previous years, which are difficult to use by touch.

A more customer-friendly approach would be to go for an opt-in process that doesn't move forward until the user makes a decision. After all, this is what AVG does when asking you to choose between AVG Free or a 30-day trial of AVG Internet Security.

Shouldn't we be done with search engine commandeering by now?

Interface

Windows 8 has forced every Windows software maker around to reconsider how its programs look, and that's a good thing. Whether kicking and screaming, or gleefully leaping, software designers are changing how they make their Windows apps, and AVG is no different.

Although the security suite had been using a variation of the same interface for years, the 2013 suite has been overhauled with a new one that embraces large, boldly colored, tile-like buttons that ought to feel at home in Windows 8.

The new main interface lays out AVG's features in a clean, legible manner. The upper right corner has links to Reports, Support, and Options. At first blush, the Options list is overwhelmingly long, but navigating is impressively accurate on a touch screen. It contains direct links to features that are also available behind the tiles that take up most of the interface.

Next on your way down the main screen is a protection status notification in green for safe or red for unsafe, and then there are three rows of tiles. The first row of bright green tiles are links to core security options: Computer, Web Browsing, Identity, E-mails, and Firewall. The second row are blue, and link to AVG's performance optimizer, parental controls, and the backup service LiveKive. Next to LiveKive there's a button for AVG apps, new services that haven't been revealed at the time of writing.

The third row contains two teal buttons, one to commence a scan and one to update virus definition files. If you're running AVG Free, the bottom quarter of the interface is an ad to upgrade to AVG Internet Security 2013. Behind each of the buttons is a deeper dive into its associated functions. Under Computer, for example, you have access to antivirus and antirootkit scans, statistics, and configurations.

The interface is basically highly navigable, except that people with Windows 8 touch screens could find the third level down tricky without a mouse. If you go into Configurations or another deeper settings level, the advanced settings options could still be too small for some people to easily adjust.

Do note that AVG is essentially running a Windows 7 program with Windows 8 dressing. It opens to Desktop mode, and runs in a single window that doesn't take up the full screen. It's possible that there have been under-the-hood improvements that will allow AVG to adapt to a Metro interface easily, but that's not available yet.

Features and support

While the interface is new, and as you'll see below, the performance improvements are stunning, AVG's focus for 2013 has not been to push aggressive new security tech. That's okay. Instead, the focus this year was to bring some tech that exists at competitors to AVG's enormous, 128-million-strong active user base.

When you start AVG for the first time, a window appears over the main interface that promotes links to its new, free 24-7 telephone support; the AVG Android app; and a tutorial on getting started. As one of the best-known names in Windows security, we like that AVG is making it easy for newcomers to get acclimated.

There's a new file reputation system, which AVG also uses in conjunction with its scans to scan dramatically faster than before. Basically, it looks at a file in the order that its bits were saved to disk, not in order of the directory file tree. It may sound hokey, but as the benchmarks below show, it's an effective technique. By cross-referencing that data with what other AVG users are running, AVG is able to create a more effective net for blocking malicious files.

The file reputation is an extension of AVG's "smart scanning," which takes advantage of AVG's behavioral detection network to scan known safe files once, and rescan them only if it detects changes. As with its competitors, AVG's network is made up of its user base anonymously contributing data up to the cloud. You can choose to opt out of contributing your data when you install, or from the options menu. AVG says opting out won't negatively affect your security.

The smart scanning tech also gives you a built-in system resource manager that prioritizes scans. If a scan is scheduled to begin while the computer is in use, it will automatically restrict the scan so that it runs more slowly but doesn't interfere with the computer's other tasks. When it detects the computer idling, it will then allocate more power to the scan. The feature comes with a slider so you can customize how sensitive it is.

Another major change was introduced earlier in the year. AVG's Do Not Track add-on has been folded into the AVG toolbar. AVG's version lacks the nuance of Abine's Do Not Track Plus, making it more of a logger's chainsaw than a surgeon's scalpel, but it's still good to get privacy-protecting tools out to as many people as possible.

AVG offers a wide range of effective tools for keeping your computer safe. Along with the expected antivirus and anti-malware engines, it has rootkit detection and removal; fake antivirus and ransomware blocking; and basic e-mail and identity protection.

The LinkScanner tool has been improved to watch out for more dynamic code, which is essential in the security game because threats are mutating at such a rapid rate.

The PC Analyzer scans your system for Registry and disk errors. It includes a disk defragmenter and a broken-shortcut cleaner, as well. Although the feature is restricted in full to paid users, if you have the free version, the PC Analyzer comes with a one-time offer to clean all errors it finds. It provides a link to a download of the separate PC Analyzer tool, once the scan is completed. This is an interesting twist on the idea of letting users detect but not repair errors, and it provides more functionality while not affecting the basic security of your computer. However, it's likely that some users will shy away from the extra download.

Other features are restricted to users of AVG's paid upgrades. The paid upgrade version of AVG Anti-Virus 2013 distinguishes itself by offering a chat link shield, a Wi-Fi guard for open Internet connections, and a download scan for files sent via instant message that looks at all ports, not just port 80. The PC Analyzer option mentioned earlier is also included, and comes without restrictions.

AVG Internet Security 2013 includes all that AVG Anti-Virus 2013 offers, and adds in a firewall and antispam protections.

Performance

After publishing this review, CNET Labs discovered a hardware error on our test computer that affected our published system benchmarks. AVG claims major performance improvements in the 2013 versions, and both CNET's own revised tests and independent labs appear to bear this out.

This year's version leaves a lighter touch on your system than last year's, a big change for the better for AVG.

AVG's boot time impact was not particularly impressive, adding around 15 seconds to our test computer's boot time. Shutdown time was adequate, adding only around three to four seconds, but our new Wake from Sleep test showed our test computer taking much longer to wake from sleep mode with AVG than unprotected.

However, AVG's impact on in-use performance was impressive. Antivirus scans are among the fastest of any suite, free or paid, and on our MS Office test AVG Free was actually significantly faster than an unprotected computer. AVG claims that this is because of how it reads your computer's files. Whatever the cause, it's clear that in some cases, AVG improves in-use system performance.

Fitur-Fitur New AVG 2013

Download, share files and send messages safely with AVG Online Shield.
Stay Safe on social networks with AVG Social Networking Protection.
Visit the Web site and look for information on the Internet is safe under the protection of AVG LinkScanner real-time.

AVG Anti-Virus does not significantly affect the performance of the system - a reliable, quick and easy means of protecting your computer from viruses and other malicious programs

The main components of AVG Anti-Virus Pro 2013
Malware protection
**Anti-Virus (antivirus)
AVG Anti-Virus performs detection of viruses, worms, Trojans and unwanted files or libraries in the system. To maintain the highest possible level of protection Anti-Virus component must be constantly updated.
**Anti-Spyware (antispyware)
AVG Anti-Spyware protects your computer from malware and adware to ensure your protection against unwanted ads and software that secretly collects your personal data from your computer. To ensure complete protection of your computer must be continuously updated components Anti-Spyware.
**Anti-Rootkit (protection against rootkits)
Programme Component Anti-Rootkit scans for dangerous rootkits hidden in prilozheniyaz, drives or libraries dll. A rootkit is a package of malware that allows an attacker to gain access to the level of administration or to the entire network
**Resident Shield
Resident Shield scans files when they are copied, opened or saved. When a threat is detected prevents its activation. Also component provides important protection for the system areas of your computer.
**E-mail Scanner
E-mail Scanner checks incoming and outgoing e-mails with plug-ins designed for the most common email clients (eg, Outlook and The Bat!). Personal email scanner supports all email clients. mail, using the protocol POP3/SMTP or IMAP (for example, Mozilla Thunderbird and Outlook Express). When a virus, he moved to the Virus Vault.

Internet security
**LinkScanner
LinkScanner provides comprehensive protection for searching and browsing the Internet. To do this, you have two functions: Component Surf-Shield and Search-Shield. Your computer is protected from Internet attacks, and you can determine the security of visited sites. LinkScanner supports Internet Explorer and Firefox.
**Online Shield
Online Shield protects your computer from accidentally downloaded an infected file or from the transfer of files via instant messaging.

Identity Theft Protection
**Identity Protection
Identity Protection provides continuous protection of digital data from new and unknown threats. Identity Protection adds signatures based on the protection of AVG by tracking the behavior of programs on your computer and automatic locking action, which can lead to identity theft and do not require renewal.

Additional components
**PC Analyzer
PC Analyzer will analyze your computer to identify the problems associated with registry errors, junk files, errors fragmentation, disk errors and broken shortcuts.
**Update Manager
Manager manages the automatic update AVG updates, carried out on the Internet or on a local network. For the latest versions of the files we recommend that you schedule updates for regular automatic check for critical updates on the Internet. recommended to check at least once a day. Update AVG Antivirus is very important to ensure optimal protection against viruses.
**License
License component manages the current state license. License number identifies a specific version of AVG security software. Make sure that the license number is entered and activated correctly. Otherwise, the software update is due, as well as providing technical support will not be possible.

Aduh sori banget ya bos, saya copy paste dari sumber aslinya. Mau menterjamahkan gak ada waktu, silakan terjemahkan sendiri pake google translate aja bos. Sekarang mari kita download AVG 2013 ini.

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Naaah demikianlah tutorial cara download AVG 2013..

Semoga bermanfaat ya...^_^

Download Windows 8 Final Professional 32 Bit dan 64 Bit Full Version With Keygen + Serial

noreply@blogger.com (Anonymous) — Wed, 6 Feb 2013 11:34:00 +0700

Windows 8 adalah suatu sistem operiasi yang dikembangkan oleh Microsoft. Windows 8 Professional yang merupakan salah satu versi dari Windows 8. Windows 8 disebut-sebut memiliki benteng yang bagus dalam hal mencegah adanya pembajakan produk mereka. Tapi, yang namanya cracker pasti dapat melumpuhkan benteng/sistem yang ada di Windows karena terdapat BIOS yang memudahkan para cracker berulah.

Tampilan Windows 8 pro milik saya..dijamin 100% Active permanent

Hanya pemberitahuan saja bahwa Windows 8 yang saya berikan merupakan Windows 8 Pro yang sudah FINAL bukan build lagi.

Fitur yang dimiliki:

Desain aplikasi Windows 8 UI, yang dapat dibuat dari bahasa pemograman seperti : HTML/CSS, JavaScript, C, C++, C#, dll.
Tombol Start diganti oleh Start Screen dan Charms
Kompatibel dengan arsitektur intel, AMD, ARM
Kompatibel dengan perangkat berspesifikasi rendah seperti : Table, Notebook, Laptop, dan Smartphone.
Portable di USB
Windows Explorer menggunakan ribbon seperti Office 2010 dan 2007.
Hybrid Boot
Recovery, refresh, dan resert
Rancangan baru dari Task Manager
Proses aktivasi yang mudah
dll

System Requirement for PC

Criteria	Minimum	Recommended
Processor	1 GHz clock rate x32 or x64 architecture Support for PAE, NX and SSE2	x64 architecture Second Level Address Translation (SLAT) support
Memory (RAM)	x32 edition: 1 GB x64 edition: 2 GB	4 GB
Graphics Card	DirectX 9 graphics device WDDM 1.0 or higher driver	DirectX 10 graphics device
Display screen	1024×768 pixels	1366×768 pixels
Input device	Keyboard and mouse	A multi-touch display screen
Hard disk space	x32 edition: 16 GB x64 edition: 20 GB
Other		USB 3.0 port UEFI v2.3.1 Errata B with Microsoft Windows Certification Authority in its database Trusted Platform Module (TPM) Internet connectivity

source : http://en.wikipedia.com/wiki/windows_8

Okkeey langsung saja untuk teman-teman semua yang ingin memiliki Windows 8 pro ini dengan gratis tanpa bayar sepeserpun,,hhehe

Bisa langsung di download disini

Link Download

Windows 8 Pro | x32/86bit [2.5 GB]
Windows 8 Pro | x64 [3.3 GB]

Jika link download diatas tak bisa didownload harap beritahukan kepada saya dengan cara berkomentar saja agar bisa diperbaiki. Dan saya akan mengirimkan email ke orang yang memberitahu saya untuk memberitahukan informasi link baru dari Windows 8 Pro tersebut. Terima Kasih

Cara Instal

Karena file yang Anda download berformat iso jadi Anda harus mendownload dan instal WinMount agar mudah untuk menjalankan file tersebut. Klik disini untuk mendownload WinMount. atau agan bisa Burn file iso tersebut dahulu ke dalam kepingan Cd menggunakan Nero atau Sofware WinIso..

Atau bagi yang Terbiasa Instal Operating System Lewat Flashdisk bisa menggunakan sofware berikut ini :

Download Aplikasi Windows 7 USB / DVD

Download Windows 8 Pro, Licence Key, dan WinMount (untuk mengekstrak file) di Terindikasi.com
Klik 2x pada file Windows 8 yang sudah Anda download.
Lakukan instalasi seperti menginstal Windows 7 biasa.
Jika diminta licence atau serial number masukan salah satu serial ini
XKY4K-2NRWR-8F6P2-448RF-CRYQH

NG4HW-VH26C-733KW-K6F98-J8CK4
Enjoye

Menjadikan Windows 8 Pro menjadi Genuine (Ori / Full Version)

Klik Start.
Pilih Command Prompt
Ketik slmgr.vbs -ipk NG4HW-VH26C-733KW-K6F98-J8CK4 lalu enter
Ketik slmgr.vbs -skms kms.dant.net.ru lalu enter
Ketik slmgr.vbs -ato lalu enter
Keluar dari Command Prompt
Restart your computer
Finish

Apabila cara diatas tak berhasil gunakan Windows 8 Activator. Untuk mendownload silahkan klik disini

Jika ingin mengaktifkan Windows Media Center gunakan serial di bawah ini

RR3BN-3YY9P-9D7FC-7J4YF-QGJXW

Tak ada informasi lagi yang bisa saya jelaskan mengenai artikel yang berjudul Windows 8 Pro Full Version. Saya hanya bisa berharap artikel ini berguna bagi semua terutama saya pribadi. Ingat jikalau link download di atas tidak bisa digunakan harap beritahukan saya dengan cara berkomentar saja.

Sumber: http://www.terindikasi.com/2012/12/windows-8-pro-full-version.html#ixzz2K5CYXdn5

Download Game Gratis Angry Birds Star Wars 2013 Full Version (TERBARU 2013)

noreply@blogger.com (Anonymous) — Wed, 6 Feb 2013 11:05:00 +0700

SHARING IS BEAUTIFUL

Selamat Pagi Sobat Free Games, Bagaimana kabar anda hari ini?

Nah, buat kamu-kamu semua yang sedang sante-sante dirumah aja, seperti saya....hehehehe, dari pada bengong enggak jelas, lebih baik cari hiburan, seperti main game ini.

Nah, kali ini saya akan share sebuah game ringan, menarik dan lucu juga. Pasti dijamin serruuw deeh...siapa lagi sch yang ngga' kenal dengan game yang satu ini..

Game ini sudah sangat terkenal didunia. Yups, game ini adalah Angry Birds Star Wars 2013.

Star Wars merupakan versi angry birds yang terbaru 2013, lebih menantang pastinya. baiklah,buat sobat yang sudah tidak sabar untuk mencoba game ini, silahkan download disini

Download Game Gratis Angry Birds Star Wars 2013 DISINI

Selamat Memainkan Gamenya n Semoga Terhibur...^_^

Download Microsoft Office Profesional Plus 2013 Full Version with Serial Key and KMS

noreply@blogger.com (Anonymous) — Wed, 6 Feb 2013 10:39:00 +0700

Microsoft Office 2013 (also called Office 2013, codenamed Office 15) – is the next version of the popular office suite from Microsoft, and the successor to Microsoft Office 2010. Thepackage was presented July 16, 2012. Office 2013 is available as part of Windows 8 for ARM processors RT, and separately for the x32 and x64 versions of Windows.

Open the Word and click Open Other Documents
Click on the account and then click the Change product key
Open Keygen Office 2013 (in the downloaded archive)
Copy and paste the key into the space provided
Click the Install button

Microsoft Office 2013 is by no means a revolutionary update to the venerable office suite but this is the first version of Microsoft Office that has good cloud integration and a touch-friendly interface.

SkyDrive will be the backbone of Microsoft Office 2013. Settings, documents, templates, and even custom user dictionaries will all be synced to the cloud so that you have a consistent Office experience on whatever device, wherever you are.

Installation can be a bit of a pain on Windows 7. The Office 2013 preview downloads as an image file, which will need to be burned to a disc or you'll need a drive virtualization tool like Daemon Tools to create and mount the image. Windows 8 users will not have to worry about this as the operating system includes a disc virtualization tool.

There are also new social features shown in Microsoft Office 2013 including automatic picture importing from services like Facebook and Flickr. Easier sharing also brings along easier collaboration. Users can now hold a multi-person video conference while editing a single document.

Let's take a deeper look at the specific programs that come in Microsoft Office 2013.

PowerPoint 2013

Microsoft kept the ribbon interface (love it or hate it) in PowerPoint 2013, but it is now hidden by default on the Window RT version of Microsoft Office 2013. You can bring up the ribbon with a tap of a button. The ribbon can also be hidden on the desktop version with a simple double click.

PowerPoint will also feature full stylus support to make giving presentations easier. Users can annotate their slides instantly. There's also a great new feature where the presenter can have notes on his or her screen but only have the main slide open on the audience's screen.

Outlook 2013

Outlook 2013 is receiving a Metro-styled interface as well, but with lots of new functionality too. First of all, Aero Peek, a feature that was first introduced in Windows 7, makes its way into Outlook. With Aero Peek, users can now quickly hover over their Contacts, Calendar, or Tasks and have a fully manipulable pop up display.

One of the more impressive features that was built into Outlook 2013 is its ability to intelligently suggest events and appointments. Outlook will detect when someone wants to create an appointment by looking for locations, time, and specific keywords. This makes adding events to your calendar much easier.

Last but not least, Microsoft also announced powerful developer tools to create plugins for Outlook. They demoed a fully interactive Bing map within a body of an email, without having to jump into a browser.

Word 2013

Word 2013 didn't receive as much of an overhaul, but Microsoft worked hard on polishing it up. Settings, defaults, templates and user dictionaries will all be synced between each version of Word so you'll have one unified user experience with Word on every one of your devices. There's a new reading mode that formats your documents to be touch friendly like pages of a book. Videos from YouTube can now be embedded directly within documents.

OneNote 2013

OneNote has always been an excellent note taking app and this latest version is no different. Users can import pictures, video, and annotate all of these things within the application. Microsoft demoed its new "radial menu" for touch friendly editing. Hold down and a circular menu will pop up. Drag your finger to whatever option you want and let go. This interface is intuitive and powerful, letting users change fonts, colors, and formatting within seconds. Unfortunately, this touch menu has only been featured in the OneNote MX preview application.

Excel 2013

Microsoft finally acknowledged how complicated Excel is for the average user. Excel 2013 is still going to be a powerful tool for data analysis, but Microsoft has made an effort to simplify processes across the application. Users now have access to menus that preform "quick analysis" for their data, simply by selecting an option from a menu. Excel looks at the data and offers the best solution for presenting or organizing it.

Wrap-up

While Microsoft Office 2013 received some nice updates, there was nothing revolutionary that was announced. Microsoft played the catch-up game with Microsoft Office 2013, giving its office suite many features its competitors like Google Drive and Apple Mail have had for a while.

Microsoft Office 2013 creates a nice ecosystem for those already using their office suite but it may not be enough to woo users from other services or applications that are free. Microsoft also announced that Microsoft Office 2013 will only be compatible with Windows 7 and Windows 8. XP and Vista users will be left out in the cold.

Features of Office 2013 include:

• Touch Mode along with touch enhancements.
• Flatter look of the Ribbon interface
• Microsoft Outlook now has a new visualization for scheduled tasks
• New Start Experience
• New alignment lines when moving objects
• Online picture support with content from Office.com, Bing.com and Flickr
• Resume Reading in Word and PowerPoint
• New slide designs, animations and transitions in PowerPoint 2013
• Support for Hotmail.com in Outlook

Requirements:

· CPU: 1 GHz processor
· RAM: 1GB for x32 / 2GB for x64
· HDD: 3 GB of available disk space
· DirectX 10-compatible graphics card (optional)

Office Professional Plus 2013 (x64) – DVD (English)
File Name: en_office_professional_plus_2013_x64_dvd_1123674.iso
Languages: English
SHA1: 377f1f97dbe99104cf053df3632377f07c9310c7

Office Professional Plus 2013 (x86) – DVD (English)
File Name: en_office_professional_plus_2013_x86_dvd_1123673.iso
Languages: English

Download Links:

Download Microsoft Office 2013 Pro Plus x86(32bit) from Tusfiles or from Mirror (Size: 666Mb)

Download Microsoft Office 2013 Pro Plus x64(64bit) from Tusfiles or from Mirror (Size: 770Mb)

Download Serial Key, License or download from Mirror

Updated Links:

Download Microsoft Office 2013 Professional Plus RTM from Below links

Download MsOffice X86/32bit

Download MsOffice x64/64bit

Download Microsoft Office 2013 Professional Plus VL from Below links

Download MsOffice x86/32bit

Download MsOffice x64/64bit

Download Serial Key

Jika cara diatas blum bisa berhasil Coba gunakan cara dibawah ini :
1. Memasukkan Serial Number
Serial Number :
NTQV7-XR4TC-69RMT-HXFM7-94MP8
Y86N6-KWWJX-YHFVP-DWMGK-XKR9J

The Importance of Technology in Our Daily Lives

noreply@blogger.com (Anonymous) — Wed, 6 Feb 2013 00:29:00 +0700

Technology is an absolute need we cannot escape from. Let's just say, it has a very big role in most aspects of our lives. In other words, it answers most of Mankind problems. Across centuries technology evolves. The importance of technology is aiming for comfort of use in whichever form it is. It always directs for easiness in life.

Take the mobile technology for example. The faster the world is moving, the more hi-end the features are offered. Laptop gets thinner and smaller. It becomes more compact every year and offers more capabilities and top performance. It should load a lot of stuffs in a more concise shape. That is the need. Period. People should not take time to think of what should be brought over a sales presentation in the southern state since everything is already "filed" in the laptop.

Also for telephone. The need to be able to communicate anytime, anywhere, has inspired scientists to create cellular phone. And it gets smaller and smaller. And then it has more features, more games, more entertainment, and now offered more professional like having a computer in the pocket. And then from costly, it goes cheaper and better and faster and become more reliable.

The fact that the importance of technology in our daily basis is undeniable has inspired scientists to make improvements from time to time through their invented tools and devices for us to use, just to make our lives easier. We always tend to make one step ahead. Technology can help not just with the present but also approximating the future. It can calculate the potential profits and losses. And based on these, we can create plans and a list of pre-cautious steps for the future of our descendants.